- 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)
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
Italy outside Italy
The course, centered on the Franco-Italian relationship in the sixteenth and seventeenth centuries, will be divided into three sections:
a) La France italienne, which will have as its object the Italian immigration beyond the Alps and the Italian contribution to the French intellectual life.
b) Le livre italien hors d’Italie, which will examine Italian works published in France (in the original version or in translation) and their circulation.
c) L’image de l'Italie, which will be dedicated to the representation of Italy conveyed by French intellectuals in literary works, pamphlets, travel reports, etc.
The course will be preceded by a general introduction to sixteenth and seventeenth centuries French literature.Readings/Bibliography
Literary History of the XVIth and XVIIth centuries:
Lionello SOZZI (ed.), Storia europea della letteratura francese. Dalle origini al Seicento, Torino, Einaudi, 2013 (only chapters concerning XVIth and XVIIth century literature).
or
Daniel MÉNAGER, Introduction à la vie littéraire du XVIe siècle, Paris, Nathan, 2001 and Jean-Claude TOURNAND, Introduction à la vie littéraire du XVIIe siècle, Paris, Dunod, 1997.
or
Jean-Yves TADIÉ (ed.), La littérature française: dynamique et histoire. Tome I, Paris, Gallimard, 2007, pp. 233-691.
Readings (edition at your choice):
Michel de Montaigne, Journal de voyage en Italie
Jean Racine, Phèdre
Madame de La Fayette, La princesse de Clèves
Monografic Part
Texts analized during classes and 8 of these articles/chapters of books uploaded in IOL:
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.
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.
Jean-François Dubost, La France italienne. XVIe-XVIIe siècle, Paris, Aubier, 1997, pp. 307-329.
Jean Balsamo, Introduction, in Les traductions de l’italien en français au xvie siècle, ed. Jean Balsamo, Vito Castiglione Minischetti, Giovanni Dotoli, Fasano, Schena – Paris, Hermann, 2009, pp. 15-64.
Jean Balsamo, Introduction, in L’amorevolezza verso le cose Italiche. Le livre italien à Paris au xvie siècle, Genève, Droz, 2015, pp. 11-44.
Lionello Sozzi, Rome n’est plus Rome. La polémique anti-italienne et autres essais sur la Renaissance suivis de “La dignité de l’homme”, Paris, Champion 2002, pp. 9-84.
Fausta Garavini, Montaigne e il suo biografo: doppia esposizione, in Itinerari a Montaigne, Firenze, Sansoni, 1983, p. 101-118.
Gisèle Mathieu Castellani, Poétique du lieu: Rome, l’enfance et la mort, in Montaigne e l’Italia. Atti del Congresso Internazionale di Studi (Milano-Lecco, 26-30 ottobre 1988), Genève, Slatkine, 1991, pp. 339-350.
Vittor Ivo Comparato, Viaggiatori inglesi in Italia tra Sei e Settecento: la formazione di un modello interpretativo, in “Quaderni Storici”, n. 42, settembre-dicembre 1979, pp. 851-886.
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 IOL.
Office hours
See the website of Bruna Conconi