87627 - Theories and Models of Semiotics (1)(LM)

Learning outcomes

At the end of the course, students will have acquired the basic knowledge of the main epistemological and methodological strands of semiotics as a discipline. They will have the necessary competence and tools to understand the differences between a structural semiotics and an interpretative semiotics, along with the models that have recently overcome this division.

Course contents

The module seeks to equip students with the basic skills required for the study of semiotics, thus it does not require any prior knowledge. It is therefore mainly recommended for students coming from undergraduate courses with a low semiotic relevance, and for students who are anyway interested in deepening the theoretical basis of semiotics.

This module introduces students to the key features of semiotics field, taking in account main theoretical scholars (Peirce, Saussure, Hjelmslev, Greimas, Eco), and at the same time it considers various theories and notions composing the current area of this discipline. Overall, it aims to attune students to semiotics, facilitating the deepening of specific areas that will then be addressed in other modules.

The module provides students with an opportunity for structured reflection on a “semiotic gaze”. It aims to orient students to highlight key mechanisms of meaning found in everyday life experiences, by heightening awareness of approaches to learning and fostering effective strategies for the study of semiotics.

Readings/Bibliography

Marrone, G. (2018), Prima lezione di semiotica, Bari-Roma, Editori Laterza.

Traini, S. (2006), Le due vie della semiotica: teorie strutturali e interpretative, Milano, Bompiani (only chapter 6 - Peirce).

Traini, S. (2013), Le basi della semiotica, Milano, Bompiani (except chapter 6 - Lotman).

Bertrand, D. (2002), Basi di semiotica letteraria, Roma, Meltemi, 2002 (solo il cap. 3, Enunciazione).

Marrone, G. (2010), L’invenzione del testo, Bari, Laterza, (solo il cap. 1 - Genealogia del testo).

Violi, P. (2017), "Due vie per la semiotica o un incrocio di sguardi? Algirdas Greimas e Umberto Eco a confronto", Entornos, Vol. 30, No. 1, Junio.

 

Furthermore, classical essays will be shown during the lectures, in order to promote primary sources readings.

Teaching methods

Teaching will take place with three lectures per week, and, where possible, with collective readings and game-based learning platforms.

Students are strongly suggested to attend classes, given this introductory module which is expressly designed to facilitate a better understanding of other courses.

 

Assessment methods

The exam provides two choices:

a) an in-class writing unseen examination in the computer lab, consisting of:

- compulsory questions with open-ended test questions, which will focus on the contents of the texts in the program

- optional questions related to the contents and materials provided during the lessons and uploaded online.

Optionally, it will then be possible to integrate the written test  with an oral interview, eventually supported by a paper previously agreed with the teacher.



b) an interview that will focus on the contents of the texts in the program. The student could choose to extend the topics of the interview to the contents and materials provided during the lessons and uploaded online.

Eventually the interview can be integrated with a paper previously agreed with the teacher.

 

EVALUATION CRITERIA:

The ability to argue in a critical, in-depth and original way - reporting citations of names and definitions - together with the possession of an expressive mastery, which also demonstrates the learning of a specific language, will be evaluated with votes of excellence (28 / 30L).
The mechanical and / or mnemonic knowledge of the subject, combined with poorly developed synthesis and analysis skills, and / or an incorrect use of the specific language, will lead to discrete evaluations (24/27).
Obvious training gaps and / or inappropriate language - while showing a minimal set of knowledge of the exam material - will lead to grades that, depending on the case, will exceed the sufficiency, or slightly more (18/24).
Training gaps, inappropriate language, lack of orientation within the bibliographic materials offered during the course, inability to argue, will be evaluated below the sufficiency.

 

 

 

Teaching tools

Lectures will take advantage of listening and viewing multimedia equipment available in classrooms.

Office hours

See the website of Lucio Spaziante