Degree Course: Modern Philology Syllabus for A.Y. 2022/2023  

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

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

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

3. A book of your choice:

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

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

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

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

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

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

A) GENERAL PART
Periodization; the sources for Roman history; the Roman calendar; the birth of Rome; the age of kings; the birth of the Republic and the Roman constitution; republican institutions and the cursus honorum magistratuale; the evolution of the Republic and the civil wars; the Augustan principate; the first two centuries of imperial history; the crisis of the 3rd century; the great reformers: Aurelian, Diocletian, Constantine; the 4th century and Christian Rome; Romans and barbarians; the fall of the Western Roman Empire.

B) MONOGRAPHIC IN-DEPTH STUDY
The Senate of Rome, between changes and continuity

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

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) Gabirella Poma, Le istituzioni politiche del Mondo romano
3) A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
4) Teaching material illustrated in class.

STUDENTS WHO WILL NOT BE ABLE TO ATTEND THE LECTURES AND THOSE ENROLLED TO TAKE THE ROMAN HISTORY EXAMINATION AS A SINGLE COURSE WILL CHOOSE ONE OF THE FOLLOWING VOLUMES AS A SUBSTITUTE FOR THE DIDACTIC 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.
G. De Sanctis, La religione a Roma, Carocci, Roma 2012.
F. Dupont, La vita quotidiana nella Roma repubblicana, Laterza, Roma-Bari 2000.
L. Fezzi, Il dado è tratto. Cesare e la resa di Roma, Laterza 2017
A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006.
A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
A. Marcone, Augusto. Il fondatore dell’impero che cambiò la storia di Roma e del mondo, Salerno, Roma 2015.
S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.

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

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

Strongly recommended for ALL students is the consultation of a historical atlas of the ancient world. 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.

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) Gabirella Poma, Le istituzioni politiche del Mondo romano.
3) A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
4) Teaching material illustrated in class.

STUDENTS WHO WILL NOT BE ABLE TO ATTEND THE LECTURES AND THOSE ENROLLED TO TAKE THE ROMAN HISTORY EXAMINATION AS A SINGLE COURSE WILL CHOOSE ONE OF THE FOLLOWING VOLUMES AS A SUBSTITUTE FOR THE DIDACTIC 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.
G. De Sanctis, La religione a Roma, Carocci, Roma 2012.
F. Dupont, La vita quotidiana nella Roma repubblicana, Laterza, Roma-Bari 2000.
L. Fezzi, Il dado è tratto. Cesare e la resa di Roma, Laterza 2017
A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006.
A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
A. Marcone, Augusto. Il fondatore dell’impero che cambiò la storia di Roma e del mondo, Salerno, Roma 2015.
S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.

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

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

Strongly recommended for ALL students is the consultation of a historical atlas of the ancient world. 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.

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.

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

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 present a selection of etnographic monographs, with a particular focus on the ways in which fieldwork and the representations of Others sediment in ethnographic writings.

1. Dei, F., 2016, Antropologia Culturale, seconda edizione, il Mulino
2 & 3. Two out of the four following monographs:
a. Evans-Pritchard, E.E., I Nuer. Un'analrchia ordinata, Franco Angeli (ed. or. 1940)
b. Griaule, M., Dio d'acqua. Incontri con Ogotemmêli, Bollati Boringhieri (ed. or. 1948)
c. Aria, M., 2007, Cercando nel vuoto. La memoria perduta e ritorvata in Polinesia Francese, Pacini
d. Lortat-Jacob, B., 2007, Il pianto dell'Altopiano. Indios cantori della Sierra Madre, Nota
4. Materials made available in the Moodle page of the course

Literature, journalism, militancy and commitment from the post-war period to today


Starting from the second half of the twentieth century to the present, the course examines the relationships between the literary work, the function of the writer and the communication channels, according to a dynamic of relationships that highlight the social importance of the work of art as a mediator between society and the citizen. Through the study of journalistic collaborations and public interventions of some of the major poets and writers of the twentieth century (up to the close contemporaneity), we will focus on the aspects of critical reading of society and its dynamics, with a view to creating a national civic.

1) CARLO SERAFINI (a cura di), Parola di scrittore. Letteraura e giornalismo nel Novecento., Vol. I, Bulzoni, Roma 2010

2) CARLO SERAFINI (a cura di), Parola di scrittore. Altri studi su letteratura e giornalismo, Vol. III, Bulzoni, Roma 2020.

TITLE: Translating: from journalism to scientific/academic English, from tourism to audiovisual English.
The course provides students with the main notions to analyse English textualities for specific communicative purposes. It introduces translation theories but mainly it is aimed at practicing translation of some genres and registers, like for example newspaper articles, scientific/academic essay, info-marketing texts and audio-visuals. The course includes materials and activities to be carried out on the UniTusMoodle platform and an introduction to the main lexicographic reference tools.
In detail the contents of the 48-50 hours course (+ same number of activities online):

1. inductive survey of students’ experiences of translation in the widest sense to get to a definition of translation proper; introduction to the main themes implied by translating and to the more adequate attitudes and abilities of a professional translator; etymology and popular metaphor around the terms translation/traduzione (2 weeks).
2. a survey of language theories and linguistic approaches to the topic of (un)translatability of languages with specific focus on a close reading of Jakobson’s contribution and further research on the notion of equivalence (1 week).
3. attempts at journalistic translation with analytic grids and a contrastive analysis of English and Italian morpho-syntax (1 week).
4. ESP/EAP (3 weeks).
5. short texts (public directives and dish names) in bilingual version (1 week).

A choice of one among:

Umberto Eco, Dire quasi la stessa cosa, Bompiani;
Hans J. Vermeer, A skopos theory of translation, TEXTconTEXT Verlag;
Susan Bassnett, Translation Studies, Routledge;
Mary Snell-Hornby, Translation Studies. An Integrated Approach, John Benjamins;
Jeremy Munday, Introducing Translation Studies, Routledge.

Based on the choice of topic for the final exam, one of the following or similar:

Giuliana Garzone, Specialized Communication and Popularization in English, Carocci;
Federica Scarpa, Research and Professional Practice in Specialised Translation, Palgrave-Macmillan;
Annalisa Zanola, La lingua inglese per la comunicazione scientifica e professionale, Carocci;
Alessandra Spadafora, Intermedia, Sette Città;
Anna Romagnuolo, Transediting the President, Sette Città;
Renzo Mocini, La comunicazione turistica, Sette Città;
Alba Graziano, Renzo Mocini, “Gastronomic Salience: The Story Behind the Dishes”, Fictions. Studi sulla narratività, XIV (2015);
Alba Graziano, "Parla come mangi... ma attenzione a farlo in inglese", in Parla come mangi, a cura di Emma De Luca, Sette Città;
Alba Graziano, “Così va il tradurre”, in Aphra Behn, Sir Patient Fancy, Sette Città;
Fabio Ciambella, Introduzione alla trad. di Oscar Wilde, Salomè, Sette Città;
Alba Graziano, “Keep off the lawn: trasgressors will be persecuted. Usi e abusi linguistici nella traduzione della segnaletica turistica”, in Il viaggio e l’Europa. Incontri e movimenti da, verso, entro lo spazio europeo, a cura di Alessandro Boccolini, Raffaele Caldarelli, Viterbo, Sette Città, 2018, pp. 147-159.

Study of the main features of the language of organic
Translation of web pages of organic-related companies and activities; issues related to the translation of _realia_

Loock, R., 2016, La traductologie de corpus, Lille: Presses Universitaires du Septentrion.
Sinclair, J. McH., 1991, Corpus, Concordance, Collocation, Oxford : Oxford University Press.

Other useful materials will be provided during the course.

Russia in 19th century: modernization and tradition. Dostoevskij: life and personality. The man and his contradictions: Russian character/universality, tradition/modernity, religiosity/God's death. So important for Nietzsche and Freud: why? A work in particular: Crime and punishment. Eleven authors you cannot ignore in Russian 19th century (apart from Dostoevskij): A.S. Puškin; V.A. Žukovskij; F.I. Tjutčev; M.J. Lèrmontov; N.V. Gogol’; I.A. Gončaròv; I.S. Turgenev; L.N. Tolstòj; N.S. Leskòv; V.M. Garšin; A.P. Čechov.

Students which cannot attend the courses, as well as Erasmus students and those which are not fluent in Italian, are kindly requested to contact the teacher for more information and a personal programme of readings.

Testi consigliati:
1) Fëdor M. Dostoevskij, Delitto e castigo (qualsiasi edizione italiana).
2) J. Catteau, Dostoevskij, in: Storia della civiltà letteraria russa, diretta da M. Colucci e R. Picchio, vol. I, Torino, UTET, pp. 666-689.
3) Letteratura russa dell’Ottocento: capp. 4 e 5 di: S. de Vidovich, Letteratura russa, Milano, Vallardi.
4) Materiali che saranno resi disponibili su Moodle.
5) Sul contesto storico: P. Bushkovitch, Breve storia della Russia. Dalle origini a Putin,Torino, Einaudi; oppure: N. V. Riasanovsky, Storia della Russia dalle origini ai giorni nostri, a c. di S. Romano, Milano, Bompiani. Su entrambi i testi: solo il periodo che va da Paolo I (1796-1801) alla Prima guerra mondiale.

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 refer also to the section "International" in Moodle.

The cycle of lessons, entitled " Educating to linguistic creativity ", 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 the problems and challenges of an education to linguistic creativity: what does it mean to move with awareness in the linguistic space in order to be able to act within it? What paths can we trace to delve into the semantic complexity of languages? These questions will be discussed with reference to the lexicon, a central component of verbal language.

- 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.

This year we will study the fascination of Antiquity, and in particular of ancient History, in France under the Ancien Régime, especially through the case study of the novel.

Excerpts from novels from the Baroque age (G. and M. de Scudéry, Artamène, Clélie; Segrais, Bérénice). Anthology of poetological and critical texts from the 17th century provided during the course.

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: Martial’s Epigrams

Programme: the Course focuses on Martial’s fifteen books of epigrams. This work is the culmination of a literary genre which has a long history in Greece and Rome and set a type of epigram which will enjoy widespread appreciation in Middle Ages and Renaissance. The course aims to provide a critical knowledge of Martial's epigrammatic corpus, set in the context of Flavian age and in its relationships with the Greek and Latin, not only epigrammatic, literary tradition. The goal will be pursued through reading and literary-philological analysis of a wide selection of texts.

For the epigrams’ text: Marco Valerio Marziale, Epigrammi, trad. di M. Scàndola, note di E. Merli, Milano, BUR, 1996 (reprinted several times) or Marziale Epigrammi, a c. di G. Norcio, Torino, Utet, 2013 ; M. Citroni, Pubblicazione e dediche dei libri in Marziale, «Maia» 40, 1988, pp. 3-39 (reprinted in the above mentioned edition, pp. 5-64); A. Fusi, La Musa epigrammatica di Marziale, in Lo spazio letterario di Roma antica. VI. I testi: 1. La poesia. Direttore P. Parroni, a cura di A. Fusi, A. Luceri, P. Parroni, G. Piras, Roma, Salerno Editrice, 2009, pp. 716-751; A. Fusi, L'epigramma. Nota introduttiva, in Lo spazio letterario di Roma antica. VI. I testi: 1. La poesia, pp. 707-711.

Latin literature from Caesarian age to the age of the Antonins with any school textbook at the discretion of the student, to be approved by the professor (recommended G.B. Conte, Letteratura latina, in 2 voll., Firenze, Le Monnier Università, 20193).

More bibliography and didactic materials will be given during the course (for attending students).
Non attending students have to contact the professor for a programme.

Antigone and the places of Antigone. After a first module in which the problematic birth of Greek theater will be analyzed along with its development (also in Latin production), Sophocles' Antigone will be read in Italian. Of the tragedy, the principlal elements (messincesque and poetic) will be highlighted with attention to the actual and character places of the characters. Sophocles' Antigone will also be analyzed in the light of J. Anhouilh's rewriting of Antigone (1941) and Bertolt Brecht's adaptation (1948), as well as its influence in contemporary cinema and theater.

Antigone di Sofocle (Sophoclis fabulae, Oxford, a cura di H. Lloyd-Jones)

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 virtues of the heroes: Achilles and Odysseus in Plato's Hippias minor

Platone, Ippia minore, in B. Centrone-F. Petrucci, Platone. Ippia maggiore, Ippia minore, Ione, Menesseno, Torino, Einaudi, 2012

The lessons will focus on the analysis of one or more illuminated manuscripts 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 in relation to the illuminated book;
3. the cultural, social, political, ideological, material transformations that determine/influence the artistic phenomena connected to manuscript production;
4. the relationships between artists, patrons, production centres;
5. some of the methods of cataloguing illuminated manuscripts;
6. the IT tools available today for the study of the illuminated book;
7. the relationship between the illuminated book and the use of innovative technologies for its digitization and its use on the web.

The course is organized in three modules:
1. Basic module (26 hours). History of illumination from the late antique book to the invention of printing (II-XV centuries): for a general overview of the subject, oriented towards basic knowledge.
2. II Module (10 hours). Cataloguing to know: methods and tools for illuminated manuscripts.
3. III Module (12 hours). IT tools, digitization and new technologies for the study of the illuminated manuscript.

Basic module e II Module

- J.J.G. ALEXANDER, I miniatori medievali e il loro metodo di lavoro, prefazione di G. Mariani Canova, traduzione di L. Mariani, Franco Cosimo Panini Editore, Modena 2003, pp. 13-54.

- M.G. CIARDI DUPRÉ DAL POGGETTO, s.v. Miniatura, in Enciclopedia dell'Arte Medievale, Treccani, Roma 1997
https://www.treccani.it/enciclopedia/miniatura_%28Enciclopedia-dell%27-Arte-Medievale%29/

- S. MADDALO, s.v. Iniziale, in Enciclopedia dell'Arte Medievale, Treccani, Roma 1996
https://www.treccani.it/enciclopedia/iniziale_%28Enciclopedia-dell%27-Arte-Medievale%29/

- L. MIGLIO, s.v. Illustrazione, in Enciclopedia dell'Arte Medievale, Roma 1996
https://www.treccani.it/enciclopedia/illustrazione_%28Enciclopedia-dell%27-Arte-Medievale%29/

- G. OROFINO, "Leggere" le miniature medievali, in Arti e Storia nel Medioevo. III. Del vedere: pubblici, forme e funzioni, Einaudi, Torino 2004, pp. 341-367.

- O. PÄCHT, La miniatura medievale. Una introduzione, Bollati Boringhieri, Torino 1987, pp. 9-95, chapters: Introduzione, La decorazione pittorica nella struttura organica del libro, L’iniziale (the 2013 reprint is also valid).

III Module

- P. MANONI, The Mellon Project at the Vatican Library: WEB Thematic Pathways of Medieval Manuscripts from the Vatican Collections Using International Image Interoperabiblity Framework, in Miscellanea Bibliothecae Apostolicae Vaticanae XXV, Biblioteca Apostolica Vaticana, Città del Vaticano 2019, pp. 265-281.

- P. MANONI, Thematic Pathways on the Web: IIIF Annotations of Manuscripts from the Vatican Collections: il “Progetto Mellon” della Biblioteca Vaticana, Introduzione, in Rivista di storia della miniatura 24 (2020), pp. 211-212.

- P. MANONI – E. PONZI, Tra le maglie del Web: esposizioni virtuali e interoperabili dei manoscritti della Biblioteca Apostolica Vaticana, 1. L’applicazione delle annotazioni in IIIF nell’esperienza 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. 201-213.

- 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.

- The Process for the Digitization of Manuscripts in the Vatican Library, ed. by A.M. PIAZZONI, Biblioteca Apostolica Vaticana, Città del Vaticano, in press.

Literature, journalism, militancy and commitment from the post-war period to today


Starting from the second half of the twentieth century to the present, the course examines the relationships between the literary work, the function of the writer and the communication channels, according to a dynamic of relationships that highlight the social importance of the work of art as a mediator between society and the citizen. Through the study of journalistic collaborations and public interventions of some of the major poets and writers of the twentieth century (up to the close contemporaneity), we will focus on the aspects of critical reading of society and its dynamics, with a view to creating a national civic.

1) CARLO SERAFINI (a cura di), Parola di scrittore. Letteraura e giornalismo nel Novecento., Vol. I, Bulzoni, Roma 2010

2) CARLO SERAFINI (a cura di), Parola di scrittore. Altri studi su letteratura e giornalismo, Vol. III, Bulzoni, Roma 2020.

The theme of “ugliness” is a leitmotif of English dramas and novels. The aim of the course will be to explore English texts in which this theme recurs in different configurations, and to contextualise the view that different authors have built around this theme in different periods. The lessons will be devoted, according to a thematic and historical and cultural arrangement, to each text in the following order: ‘Richard III’, ‘The Tempest’, ‘Frankenstein’, ‘Wuthering Heights’, ‘Strange Case of Dr Jekyll and Mr Hyde’, ‘The Picture of Dorian Gray’, Heart of Darkness’.

William Shakespeare, Richard III
===============, The Tempest
Mary Shelley, Frankenstein
Emily Brontë, Wuthering Heights
Oscar Wilde, The Picture of Dorian Gray
Robert Louis Stevenson, Strange Case of Dr Jekyll and Mr Hyde
Joseph Conrad, Heart of Darkness

TITLE: Translating: from journalism to scientific/academic English, from tourism to audiovisual English.
The course provides students with the main notions to analyse English textualities for specific communicative purposes. It introduces translation theories but mainly it is aimed at practicing translation of some genres and registers, like for example newspaper articles, scientific/academic essay, info-marketing texts and audio-visuals. The course includes materials and activities to be carried out on the UniTusMoodle platform and an introduction to the main lexicographic reference tools.
In detail the contents of the 48-50 hours course (+ same number of activities online):

1. inductive survey of students’ experiences of translation in the widest sense to get to a definition of translation proper; introduction to the main themes implied by translating and to the more adequate attitudes and abilities of a professional translator; etymology and popular metaphor around the terms translation/traduzione (2 weeks).
2. a survey of language theories and linguistic approaches to the topic of (un)translatability of languages with specific focus on a close reading of Jakobson’s contribution and further research on the notion of equivalence (1 week).
3. attempts at journalistic translation with analytic grids and a contrastive analysis of English and Italian morpho-syntax (1 week).
4. ESP/EAP (3 weeks).
5. short texts (public directives and dish names) in bilingual version (1 week).

A choice of one among:

Umberto Eco, Dire quasi la stessa cosa, Bompiani;
Hans J. Vermeer, A skopos theory of translation, TEXTconTEXT Verlag;
Susan Bassnett, Translation Studies, Routledge;
Mary Snell-Hornby, Translation Studies. An Integrated Approach, John Benjamins;
Jeremy Munday, Introducing Translation Studies, Routledge.

Based on the choice of topic for the final exam, one of the following or similar:

Giuliana Garzone, Specialized Communication and Popularization in English, Carocci;
Federica Scarpa, Research and Professional Practice in Specialised Translation, Palgrave-Macmillan;
Annalisa Zanola, La lingua inglese per la comunicazione scientifica e professionale, Carocci;
Alessandra Spadafora, Intermedia, Sette Città;
Anna Romagnuolo, Transediting the President, Sette Città;
Renzo Mocini, La comunicazione turistica, Sette Città;
Alba Graziano, Renzo Mocini, “Gastronomic Salience: The Story Behind the Dishes”, Fictions. Studi sulla narratività, XIV (2015);
Alba Graziano, "Parla come mangi... ma attenzione a farlo in inglese", in Parla come mangi, a cura di Emma De Luca, Sette Città;
Alba Graziano, “Così va il tradurre”, in Aphra Behn, Sir Patient Fancy, Sette Città;
Fabio Ciambella, Introduzione alla trad. di Oscar Wilde, Salomè, Sette Città;
Alba Graziano, “Keep off the lawn: trasgressors will be persecuted. Usi e abusi linguistici nella traduzione della segnaletica turistica”, in Il viaggio e l’Europa. Incontri e movimenti da, verso, entro lo spazio europeo, a cura di Alessandro Boccolini, Raffaele Caldarelli, Viterbo, Sette Città, 2018, pp. 147-159.

Study of the main features of the language of organic
Translation of web pages of organic-related companies and activities; issues related to the translation of _realia_

Loock, R., 2016, La traductologie de corpus, Lille: Presses Universitaires du Septentrion.
Sinclair, J. McH., 1991, Corpus, Concordance, Collocation, Oxford : Oxford University Press.

Other useful materials will be provided during the course.

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.

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: Archives in historical and media discourse

FIRST ANNUITY: 1) Introduzione alla storia moderna. Con espansione online, a cura di Marco Bellabarba e Vincenzo Lavenia, Il Mulino; 2) Gianpaolo Romanato, Le riduzioni gesuite del Paraguay, Morcelliana; 3) Aurélia Michel, Il bianco e il negro, Einaudi; 4) Alessandro Bonvini, Risorgimento atlantico, Laterza
Not attending students shall also study: Giovanna Da Molin, Storia sociale dell’Italia moderna, Morcelliana
SECOND ANNUITY 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 course aims to provide students with the tools for a scientific approach to the study of Roman history, from its origins to the fall of the Western Roman Empire. The first part of the course will deal with issues of chronology, historical geography, historiography and epigraphy, alternating between lectures of a more event-oriented nature and others focusing on broad methodological issues. The second part of the course will instead have a monographic and seminar character: it will be dedicated to the study of the senate, an institution that was always present in Rome, from the monarchy to Late Antiquity, whose evolution proceeded in parallel with the many upheavals of the res publica Romana.

A) GENERAL PART
Periodization; the sources for Roman history; the Roman calendar; the birth of Rome; the age of kings; the birth of the Republic and the Roman constitution; republican institutions and the cursus honorum magistratuale; the evolution of the Republic and the civil wars; the Augustan principate; the first two centuries of imperial history; the crisis of the 3rd century; the great reformers: Aurelian, Diocletian, Constantine; the 4th century and Christian Rome; Romans and barbarians; the fall of the Western Roman Empire.

B) MONOGRAPHIC IN-DEPTH STUDY
The Senate of Rome, between changes and continuity

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

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) Gabirella Poma, Le istituzioni politiche del Mondo romano
3) A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
4) Teaching material illustrated in class.

STUDENTS WHO WILL NOT BE ABLE TO ATTEND THE LECTURES AND THOSE ENROLLED TO TAKE THE ROMAN HISTORY EXAMINATION AS A SINGLE COURSE WILL CHOOSE ONE OF THE FOLLOWING VOLUMES AS A SUBSTITUTE FOR THE DIDACTIC 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.
G. De Sanctis, La religione a Roma, Carocci, Roma 2012.
F. Dupont, La vita quotidiana nella Roma repubblicana, Laterza, Roma-Bari 2000.
L. Fezzi, Il dado è tratto. Cesare e la resa di Roma, Laterza 2017
A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006.
A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
A. Marcone, Augusto. Il fondatore dell’impero che cambiò la storia di Roma e del mondo, Salerno, Roma 2015.
S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.

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

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

Strongly recommended for ALL students is the consultation of a historical atlas of the ancient world. 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.

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) Gabirella Poma, Le istituzioni politiche del Mondo romano.
3) A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
4) Teaching material illustrated in class.

STUDENTS WHO WILL NOT BE ABLE TO ATTEND THE LECTURES AND THOSE ENROLLED TO TAKE THE ROMAN HISTORY EXAMINATION AS A SINGLE COURSE WILL CHOOSE ONE OF THE FOLLOWING VOLUMES AS A SUBSTITUTE FOR THE DIDACTIC 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.
G. De Sanctis, La religione a Roma, Carocci, Roma 2012.
F. Dupont, La vita quotidiana nella Roma repubblicana, Laterza, Roma-Bari 2000.
L. Fezzi, Il dado è tratto. Cesare e la resa di Roma, Laterza 2017
A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006.
A. Giardina, Roma antica, Laterza, Roma-Bari 2000.
A. Marcone, Augusto. Il fondatore dell’impero che cambiò la storia di Roma e del mondo, Salerno, Roma 2015.
S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.

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

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

Strongly recommended for ALL students is the consultation of a historical atlas of the ancient world. 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.

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

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

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

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

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

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

2. Teacher’s slides.

Title: Martial’s Epigrams

Programme: the Course focuses on Martial’s fifteen books of epigrams. This work is the culmination of a literary genre which has a long history in Greece and Rome and set a type of epigram which will enjoy widespread appreciation in Middle Ages and Renaissance. The course aims to provide a critical knowledge of Martial's epigrammatic corpus, set in the context of Flavian age and in its relationships with the Greek and Latin, not only epigrammatic, literary tradition. The goal will be pursued through reading and literary-philological analysis of a wide selection of texts.

For the epigrams’ text: Marco Valerio Marziale, Epigrammi, trad. di M. Scàndola, note di E. Merli, Milano, BUR, 1996 (reprinted several times) or Marziale Epigrammi, a c. di G. Norcio, Torino, Utet, 2013; M. Citroni, Pubblicazione e dediche dei libri in Marziale, «Maia» 40, 1988, pp. 3-39 (reprinted in the above mentioned edition, pp. 5-64); A. Fusi, La Musa epigrammatica di Marziale, in Lo spazio letterario di Roma antica. VI. I testi: 1. La poesia. Direttore P. Parroni, a cura di A. Fusi, A. Luceri, P. Parroni, G. Piras, Roma, Salerno Editrice, 2009, pp. 716-751; A. Fusi, L'epigramma. Nota introduttiva, in Lo spazio letterario di Roma antica. VI. I testi: 1. La poesia, pp. 707-711.

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

More bibliography and didactic materials will be given during the course (for attending students).
Non attending students have to contact the professor for a programme.

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.

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

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

F.Petrocchi, "Cesare Pascarella in prosa, in versi in documentazione inedita" , Edizioni Milella, 2021

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

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

- Special Pedagogy as a science of inclusion of differences and diversity.
- Old and new models of disability classification.
- Anthropological bio-psycho-social ICF model, critical reflections and educational perspectives.
- The transition from integration to inclusion of diversity in educational contexts.
- The concept of "special educational needs" according to recent regulations.
- Special Education from an inclusive perspective: personalising, individualising and differentiating educational interventions.
- Functional diagnosis, functional dynamic profile, personalised educational plan.
- The Life Project and competent accompaniment.
- Disability Studies and Universal Design for learning as inclusive models.

Required volumes:
1. Montanari M. (2020). I bisogni educativi nella scuola e i contesti inclusivi. Alcune indagini esplorative sul territorio. Milano: FrancoAngeli.
2. Montanari M. (2020). Contesti scolastici e sociali in prospettiva inclusiva. Roma: Aracne.
3. Montanari M. (2023). L'orientamento e formazione universitaria. In prospettiva inclusiva. Roma: Anicia.

The cycle of lessons, entitled " Educating to linguistic creativity ", 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 the problems and challenges of an education to linguistic creativity: what does it mean to move with awareness in the linguistic space in order to be able to act within it? What paths can we trace to delve into the semantic complexity of languages? These questions will be discussed with reference to the lexicon, a central component of verbal language.

- 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 aim of the course will be to introduce students, according to a historical arrangement, to the history of theatre and of its dramatic forms, mostly focusing on Elizabethan theatre. The course will be devoted to the close reading and analysis of Hamlet.

W. Shakespeare, Hamlet, versione italiana con testo inglese a fronte, Marsilio

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)

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

F.Petrocchi, "Cesare Pascarella in prosa, in versi in documentazione inedita" , Edizioni Milella, 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 present a selection of etnographic monographs, with a particular focus on the ways in which fieldwork and the representations of Others sediment in ethnographic writings.

1. Dei, F., 2016, Antropologia Culturale, seconda edizione, il Mulino
2 & 3. Two out of the four following monographs:
a. Evans-Pritchard, E.E., I Nuer. Un'analrchia ordinata, Franco Angeli (ed. or. 1940)
b. Griaule, M., Dio d'acqua. Incontri con Ogotemmêli, Bollati Boringhieri (ed. or. 1948)
c. Aria, M., 2007, Cercando nel vuoto. La memoria perduta e ritorvata in Polinesia Francese, Pacini
d. Lortat-Jacob, B., 2007, Il pianto dell'Altopiano. Indios cantori della Sierra Madre, Nota
4. Materials made available in the Moodle page of the course

- Special Pedagogy as a science of inclusion of differences and diversity.
- Old and new models of disability classification.
- Anthropological bio-psycho-social ICF model, critical reflections and educational perspectives.
- The transition from integration to inclusion of diversity in educational contexts.
- The concept of "special educational needs" according to recent regulations.
- Special Education from an inclusive perspective: personalising, individualising and differentiating educational interventions.
- Functional diagnosis, functional dynamic profile, personalised educational plan.
- The Life Project and competent accompaniment.
- Disability Studies and Universal Design for learning as inclusive models.

Required volumes:
1. Montanari M. (2020). I bisogni educativi nella scuola e i contesti inclusivi. Alcune indagini esplorative sul territorio. Milano: FrancoAngeli.
2. Montanari M. (2020). Contesti scolastici e sociali in prospettiva inclusiva. Roma: Aracne.
3. Montanari M. (2023). L'orientamento e formazione universitaria. In prospettiva inclusiva. Roma: Anicia.