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 GENRE: School declamation

The course proposes the integral reading of some texts from the Quintilian corpus: the Major Declamation IV (Mathematicus), the Minor Declamations 258 (Fortis contumax patri forti) and 246 (Soporatus fortis privignus), as well as a selection of texts (from the Institutio quintilianea, from Seneca the Father, Ovid, Petronius, Lucan, Juvenal, Tacitus): the aim is to focus on the thematic and formal specificities of school declamation and to assess its influence on the literature of the early imperial age. Starting from such texts, the teacher will propose teaching paths based on different analysis methodologies (linguistic and thematic analysis, contrastive translation, intertextuality).

he course starts on Wednesday 8 November

LABORATORY

Two kind of workshop activities will be proposed:
- evaluation of the translation (group work led by the teacher)
- planning of glottodidactic or literary teaching paths on choice topics (starting from the Latin texts on declamation)

 

CORE COURSE
- 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 the Latin texts on declamation;

TEXTS

Full reading in Latin of: (1) Ps.Quintilian, Declamatio Maior 4 (Mathematicus), (2) the Declamationes minores 258 (Fortis contumax patri forti), 246 (Soporatus fortis privignus), (3) texts nos. 1,2,11,25,26,27 contained in the anthology by M. Winterbottom, Roman Declamation (see list on p. vii of the pdf on the 'Virtuale' platform. 

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); fors Syntax, A. Traina-T. Bertotti, Sintassi normativa della lingua latina: Teoria, Bologna 2003 (3rd ed.).

 

Readings/Bibliography

LATIN TEXTS

we recommend:

(1) For the Declamatio maior IV: A. Stramaglia, [Quintiliano]. L'astrologo. Declamazioni maggiori, 4, Cassino 2013.
(2) For the Declamationes minores 249 and 258: Le Declamazioni minori attribuite a Quintiliano. Testi, traduzione e commento di L. Pasetti, A. Casamento, G. Dimatteo et all., Bologna 2019, pp. 22-29 and 60-64 (text and translation) and 223-236; 289-294.
(3) For the anthological selection of texts: M. Winterbottom, Roman declamation, Bristol 1980 (texts nn.1,2,3,6,7,10,11,12,16,25,26,27); the anthology, with translations from Italian and further materials will be available on Virtuale platform. 

CORE COURSE TEXTS

 (available on Virtuale, among the teaching materials)

1) Ministery guidelines for teaching Latin in the Italian Licei;
2) A. Balbo, Insegnare latino: sentieri di ricerca per una didattica ragionevole, Torino 2007, chap. 4 (linguistic patterns for teaching Latin).
3) G. Milanese, John Erskine, i “Great Books” e i classici antichi, in Latina Didaxis XII, Genova 2013, 23-46.
4) I. Torzi, La certificazione delle competenze della lingua
latina: competenze strettamente linguistiche?, La nuova Secondaria 7, 2017, 49-90.
5) 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.

CRITICAL READINGS

  - A. Casamento, Come un figlio: variazioni tematiche e
modalità narrative. A proposito di Sen. contr. 10,2 e decl. min. 258, in A. Casamento, D. van Mal-Maeder, L. Pasetti, Le Declamazioni minori dello Pseudo-Quintiliano. Discorsi immaginari tra declamazione e diritto, Berlin-Boston 2016, 191-212.
- F. Citti, Elementi biografici nelle Prefazioni di Seneca il Vecchio, Hagiographica 12, 2005, 171-222.
- M. Lentano, Non è un paese per donne. Notizie sulla condizione femminile a Sofistopoli, in G. Brescia, La donna violata. Casi di stuprum e raptus nella declamazione latina, Lecce 2012, 5-27.
- L. Pasetti, Le Declamationes minores. Funzione e tradizione di un libro di scuola, in L. Pasetti, A. Casamento, G. Dimatteo, et all, Le declamazioni minori attribuite a Quintiliano, Bologna 2019, pp. xi-xxxviii.
-A. Stramaglia, Come si insegnava a declamare? Riflessioni
sulle ‘routines’ scolastiche nell’insegnamento retorico antico, in L. Del Corso, O. Pecere, Libri di scuola e pratiche didattiche: dall’antichità al rinascimento. Atti del convegno internazionale di studi, Cassino, 7-10 maggio 2008, I, Cassino 2010, 111-151.
-A. Stramaglia, Il maestro nascosto. Elementi ‘metaretorici’ nelle Declamazioni maggiori pseudo-quintilianee, in R. Poignault, C. Schneider, Fabrique de la déclamation antique (controverses et suasoires), Lyon 2016. 2016, 21-47.
-D. van Mal-Maeder, La fiction des déclamations, Leiden-Boston 2007 (un capitolo a scelta);
-C. Valenzano, Matrigne, avvelenatrici, donne incestuose: il paradigma di Medea nelle Declamationes Minores, in A. Casamento, D. van Mal-Maeder, L. Pasetti, Le Declamazioni minori dello Pseudo-Quintiliano. Discorsi immaginari tra declamazione e diritto, Berlin-Boston 2016, 117-136.

further readings may be recommended during the classes.

N.B. Non-attending students are required to take two critical readings (the rest of the programme remains unchanged); students who wish to choose the course as a single exam, or outside their course options, are requested to contact the teacher before making their choice final.

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.

The exam consist of a conversation with the examiner; these abilities will be assessed:

• to discuss the essays included in bibliography and to highlight issues and problems related to teaching Latin in secondary school.
• to understand the grammatical structure (phonetic, morphology, syntax), translate and analyze the Latin texts listed among the recommended readings.
  
• to estabilish the literary backgrounds of the texts examined in class and reflect on how to use them didactically.

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.

Teaching tools

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

Office hours

See the website of Lucia Pasetti