33852 - Teaching of Latin Language and Culture with Laboratory (1) (2nd cycle)

Learning outcomes

By the end of the course, students have improved their knowledge of Latin Language and are able to communicate contents related to Latin language and culture in a didactically effective way. They know the appropriate tools and methodologies for teaching Latin language and culture.

Course contents

ENCOUNTER WITH A TEXT Horace's Odes and their reception.
Horace's Odes have inspired, and continue to inspire, poets, translators, and writers from different cultures. This hyper-canonical author has been central to European literary education (and beyond) for centuries, triggering processes of identification, appropriation, inversion, and provocation. These literary experiences often play a fundamental role in helping us to better understand the vitality of Horace's poetry and are therefore valuable resources for teaching.
The course will propose reading paths for the work, focusing on 16 Odes that have been particularly productive in terms of reception. Starting from Horace's original lyrics and their rewritings and translations, we will also propose activities aimed at stimulating interest in and knowledge of Horace's work in contemporary schools.

TEXT SELECTION Students are required to read the following Odes in Latin: 1.1, 1.2, 1.3, 1.4, 1.5, 1.8, 1.9, 1.11, 1.37, 1.38, 2.20, 3.13, 3.14, 3.30, 4.1, 4.7. A basic knowledge of the metres used is required.

LABORATORY Two kind of workshop activities will be proposed:

- evaluation of the translation (group work led by the teacher)
- planning glottodidactic or literary teaching paths on chosen topics, based on Horace's Odes or the language concepts covered during the course.

CORE CONCEPTS

- Institutional context: the place of Latin in school curricula in Italian Licei.
- Teaching Latin language: translation in classes, certification of linguistic competence, linguistic patterns for teaching, didactic planning
- Teaching Latin literature and civilisation: some didactic paths starting from some of the Horace Odes listed above;

The course starts on Monday 10 November

Please, note: For those who need to refresh or extend their linguistic knowledge, we recommend, for morphology, the study of  I. Dionigi – E. Riganti – L. Morisi, Il latino, Bari, Laterza 2011 (oppure Verba et res. Morfosintassi e lessico del latino, 2 voll., Bari, Laterza, 1999); for Syntax, A. Traina-T. Bertotti, Sintassi normativa della lingua latina: Teoria, Bologna 2003 (3rd ed.).

 

Readings/Bibliography

LATIN TEXTS

For the Odes in Books 1–2, we recommend: Orazio, Odi. Libri 1.-2, a cura di E. Pianezzola e G. Baldo, testo critico e nota metrica di L. Nosarti, traduzione di E. Pianezzola, commento di G. Baldo e A. Duso.  

TEXTS ON CORE CONCEPTS

1) A. Balbo, Insegnare latino: sentieri di ricerca per una didattica ragionevole, Torino 2023, 2a ed., pp. 73-101 cap. 4 (models for glottodidactic)

2) Un saggio a scelta tra quelli contenuti nel volume: V. Garulli, L. Pasetti, M. Viale, I disturbi specifici dell'apprendimento e insegnamento linguistico: la didattica dell'italiano e delle lingue classiche nella scuola secondaria di secondo grado alla prova dell'inclusione, Bologna 2021

3) G. Milanese, John Erskine, i “Great Books” e i classici antichi, in Latina Didaxis XII, Genova 2013, 23-46 oppure un capitolo a scelta dal volume di G. Milanese, Le ragioni del latino, Brescia 2024

4) L. Pasetti, Quale traduzione a scuola? Vantaggi e svantaggi di un esercizio ‘difficile’, comunicazione del 24 settembre 2015 nel seminario di studio "Insegnare i Classici - Apprendere competenze", nell'ambito del progetto “Didattica delle Lingue e delle Letterature Classiche”, organizzato da USR del Veneto e AICC, Padova

5) I. Torzi, La battaglia del latino: tradizione e innovazione nella didattica scolastica, Classico Contemporaneo 9, 2023, available at

https://www.classicocontemporaneo.eu/PDF/595.pdf

CRITICAL READINGS

   One of the following readings is required:

- G. Baldo, “Orazio acuto e amaro”. Odi ed epodi in sei poeti italiani, in F. Condello, A. Rodighiero, Un compito infinito. Testi classici e traduzioni d'autore nel Novecento italiano, Bologna 2015, 37-60.
- F. Citti, Materiali su Pascoli interprete di Orazio, “Eikasmos” 21, 2010, 433-483.
- N. Gardini, La più bella poesia della letteratura antica, in M. Gioseffi, Il dilettoso monte, raccolta di saggi di filologia e tradizione classica, Milano 2004, 201-219.
- L. Pasetti, Orazio contro Orazio, in «River Duddon», 1 di William Wordsworth, Griseldaonline 23,1, 2024, 1-12.

- E. Pianezzola, Introduzione, in Orazio, Odi. Libri 1.-2, a cura di E. Pianezzola e G. Baldo, testo critico e nota metrica di L. Nosarti, traduzione di E.Pianezzola, commento di G.Baldo e A. Duso, Fondazione L. Valla-Mondadori, Milano 2024, 000-000.

further readings may be recommended during the classes.

N.B.

Students with SLDs or temporary or permanent disabilities: it is recommended that you contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ) and your teacher to discuss the most effective strategies for following the course and/or preparing for the exam.

Non-attending students are required to take two critical readings and, regarding the Odes, the following are also required: Odes 1.6, 1.7, 2.3 and 2.6. For commentary, please refer to the edition by E. Pianezzola and G. Baldo mentioned above. Erasmus students are kindly asked to contact Prof. Pasetti before making their final decision..

Teaching methods

The course combines teacher lectures, workshops and seminars: students will be required to share the teaching process.

Assessment methods

PREREQUISITES: essential prerequisite for the examination is a good knowledge of Latin morphosyntax. This will be assessed in the first part of the oral interview.

The exam consist of a conversation with the examiner; and includes:

- a preliminary linguistic assessment (the candidate must be able to independently translate the examination text, identify and describe the phonetic anche morphosyntactic structures of Latin in a didactically effective way know and read the metres of the texts under examination)

- an assessment of the following abilities:

• to discuss the essays included in bibliography and to highlight issues and problems related to teaching Latin in secondary school.
  
• to estabilish the literary backgrounds of the texts examined in class; identify linguistic and stylistic peculiarities and develop teaching proposals that are useful for effectively communicating the focused concepts.

Assessment guidelines:

failing grades: lack of basic linguistic knowledge and inability to produce a correct translation and interpretation of the text. Subsequent inability to plan effectively teaching.

passing grades: basic linguistic knowledge, translation and interpretation of texts mostly correct, but inaccurate and lacking in autonomy. Basic teaching skills: the student is able to plan teaching, but not in an autonomous way.

positive grades: language proficiency at an intermediate level; translation and interpretation of the texts fully correct, but not always accurate and autonomous. Good teaching skills: the student is able to plan an effective teaching and to reflect on teaching.

excellent grades: language proficiency at an upper-mid level; translation and interpretation of the texts not only correct but performed with autonomy and precision. Excellent teaching skills: the student is able to plan original and effective teaching strategies and to reflect on teaching.

N.B.

Students with LDS or a temporary or permanent disability: it is advisable to contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) in good time: it will be their task to propose any adjustments to the students concerned, which must in any case be submitted 15 days in advance to the teacher for approval; the teacher will assess their appropriateness in relation to the teaching objectives.

Teaching tools

Platform Iol, websites, online support for learning and teaching Latin

Office hours

See the website of Lucia Pasetti