- Docente: Bruna Conconi
- Credits: 12
- SSD: L-LIN/03
- Language: French
- Teaching Mode: Traditional lectures
- Campus: Bologna
-
Corso:
First cycle degree programme (L) in
Humanities (cod. 8850)
Also valid for First cycle degree programme (L) in Humanities (cod. 8850)
Learning outcomes
At the end of the course, students will be able to read a literary text in French, both in textual and intertextual mode, with the necessary references to the history of French literature in relation to European literature. They will sharpen, as much as possible, their stylistic competences within their linguistic competences. They will use French as a language of communication.
Course contents
The course will focus on the French literary production of the 16th and 17th centuries.
The monographic part will focus on translation and on the evolution of the translator status in Early Modern France.
Readings/Bibliography
Literary History of the 16th and 17th centuries:
Lionello SOZZI (ed.), Storia europea della letteratura francese. Dalle origini al Seicento, Torino, Einaudi, 2013 (only chapters concerning 16th and 17th century literature).
or
Jean-Yves TADIÉ (ed.), La littérature française: dynamique et histoire. Tome I, Paris, Gallimard, 2007, pp. 233-691.
Readings (edition at your choice):
Margherita di Navarra Heptaméron (10 novels at your choice)
Joachim Du Bellay, 10 poems at your choice
Pierre de Ronsard, 10 poems at your choice
Jean Racine, Phèdre
Madame de La Fayette, La princesse de Clèves
Monografic Part
Texts analized during classes and, at your choice, 8 of these articles/chapters of books uploaded in VIRTUALE:
Ernst H. Gombrich, Verità e formula stereotipa, in Arte e illusione. Studio sulla psicologia della rappresentazione pittorica, Milano, Leonardo Arte, 2002, pp. 73-96.
Arnold Hauser, Il barocco nelle corti cattoliche, in Storia sociale dell'arte, Torino, Einaudi, 1982, pp. 468-491.
Erich Auerbach, Le faux dévot, in Mimésis. La représentation du réel dans la littérature occidentale, Paris, Gallimard, 1984, pp. 365-394.
Nora Viet, Caméron, Décaméron, Heptaméron: la génèse de l’Heptaméron au miroir des traductions françaises de Boccace, in «Seizième Siècle», n. 8, 2012, pp. 287-302.
Patrizio Tucci, Traduzioni e imitazioni francesi di un sonetto di Petrarca, in Elisa Gregori (a cura di), «Fedeli, diligenti, chiari e dotti». Traduttori e traduzione nel Rinascimento, Padova, Cleup, 2016, pp. 103-125.
Jean Balsamo, Le pétrarquisme des Amours de Ronsard, in «Revue d’histoire littéraire de la France», mars-avril 1998, pp. 79-93.
Thomas Pavel, Il romanzo alla ricerca di se stesso. Saggio di morfologia storica, in Franco Moretti (a cura di), Il romanzo. Volume II. Le forme, Torino, Einaudi, 2002, pp. 35-63.
Thomas Pavel, La Princesse de Clèves: histoire et singularité, in «Romanic Review», vol. 108, January 2017, pp. 181-193.
Giovanni Macchia, Il paradiso della ragione. L’ordine e l’avventura nella tradizione letteraria francese, Torino, Einaudi, 1972 (only these two chapters: Il teatro della ragione, pp. 62-71; Ragione e morale: il processo al teatro, pp. 72-82).
Daniela Dalla Valle, Ippolito e i mostri: una possibile lettura della Phèdre di Racine , in Studi di storia della civiltà letteraria francese. Mélanges offerts à Lionello Sozzi, Paris, Champion, 1996, t. I, pp. 431-445.
Balsamo, Jean, La traduction de l’italien: activité éditoriale, engagement religieux et loisir lettré (1575-1595), in Élise Boillet, Bruna Conconi, Chiara Lastraioli, Massimo Scandola (a cura di), Traduire et collectionner les livres en italien à la Renaissance, Paris, Champion, 2020, pp. 13-34.
Emmanuel Bury e Alain Viala, Traduction et classicisme, in «Littératures classiques», n. 19, automne 1993, pp. 129-143.
Non-attending students will prepare the final exam following the previous bibliography with the support of these additional readings:
- Antologia cronologica della letteratura francese. Il Cinquecento, Milano, LED, 1996:
François Rabelais, Pantagruel
Hélisenne de Crenne, Les angoysses douloureuses
Herberay des Essarts, Le premier livre d’Amadis de Gaule
Maurice Scève, Delie, object de plus haulte vertu
Jacques Amyot, L’Histoire Æthiopique de Heliodorus
Joachim Du Bellay, La Deffence et Illustration de la Langue française
Joachim Du Bellay, L’Olive
Pierre de Ronsard, Nouvelle Continuation des Amours
Joachim Du Bellay, Divers Jeux Rustiques
Marguerite de Navarre, Heptameron des Nouvelles
Pierre Boaistuau, Histoires tragiques
Pierre de Ronsard, La Franciade
Agrippa d’Aubigné, Les Tragiques
Michel Eyquem de Montaigne, Les Essais
Robert Garnier, Les Juifves
- Antologia cronologica della letteratura francese. Il Seicento, Milano, LED, 1997:
Honoré d’Urfé, Astrée
Jean-Pierre Camus, Les Spectacles d’horreur
Pierre Corneille, Le Cid
Madeleine de Scudérie, Clélie, histoire romaine
Blaise Pascal, Les Provinciales
Paul Scarron, Roman comique
Molière, Les précieuses ridicules
La Rochefoucauld, Réflexions ou sentences et maximes morales
Antoine Furetière, Le Roman bourgeois
Molière, Le Misanthrope
Jean Racine, Andromaque
Boileau, Art poétique
Bernard de Fontenelles, Histoire des Oracles
Charles Perrault, Le siècle de Louis le Grand
Jean de La Bruyère, Les Caractères
Teaching methods
Frontal lectures; participation is nevertheless highly encouraged.
Assessment methods
The exam consists in an oral interview during which the methodological and critical skills acquired by the student will be evaluated . The student will be invited to discuss the texts covered during the course and to move within the sources and bibliographical material in order to be able to identify in them the useful information. The achievement of an organic vision of the issues addressed during the classes and their critical use, which demonstrate ownership of a mastery of expression and specific language, will be assessed with marks of excellence (28-30). Mechanical and / or mnemonic knowledge of matter, synthesis and analysis of non-articulating and / or correct language but not always appropriate will lead to discrete assessments (23-27); training gaps and / or inappropriate language - although in a context of minimal knowledge of the material - will lead to votes that will not exceed the sufficiency (18-22). Training gaps, inappropriate language, lack of guidance within the reference materials offered during the course will lead to failed assessments.
Teaching tools
At the end of the course texts analized during classes will be uploaded in VIRTUALE.
Office hours
See the website of Bruna Conconi