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

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education

Academic Year 2019/2020

Course contents


Witches and ghosts in Latin literature: a thematic path on ancient 'fantastic'.  The course will explore the possibility of applying the modern concept of 'fantastic' to ancient literary culture; for this purpose we will propose a series of texts documenting 'fantastic' in the literature of Imperial age: Horace (Ep. 5 e 17, Sat. 1,8), Vergil (Buc. 8), Petronius (Satyricon, §§ 62-64,1), Apuleius (Il racconto di Telifrone, met. 2,19-30), Pseudo-Quintilian (Minor declamations, 299 e Major Declamations, 10,1-8); Plinius the Younger (Letters, 7,27,5-11).

LABORATORY laboratory activities will focus on:

- evaluation of translation (group work coordinated by the teacher)

- planning didactic paths for Latin languag and literature: students wishing to participate will be invited to form groups and propose didactic paths for teaching Latin language and literature (starting from the text listed in the special focus course). Guidelines for this kind of activity are published among the teaching materials.


- 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 texts listed in special focus course

- the texts listed in special focus text have to be read in their original language; metrics is required for Hor. sat. 1,8 and Verg. ecl. 8
CORE  COURSE see below, Bibliography: all the readings listed are required;
SECONDARY LITERATURE see below, Bibliography: just one of the items listed is required


LATIN TEXTS the Latin texts listed in the special focus course will be available 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.

The reading listed above will be available among the teaching materials.

1) S. Lazzarin, Il modo fantastico, Roma, Bari, 2000.
2) A. Stramaglia, Fantasmi e loro storie nel mondo greco e latino, in Res inauditae et incredulae. Storie di fantasmi nel mondo greco-latino, Bari 1999,pp. 1-107.
3) L. Cherubini, Strix: la strega nella cultura romana, Torino 2010 (tre capitoli scelta).
4) A. Barchiesi, Ultime difficoltà nella carriera di un poeta giambico: l'epodo XVII, in Atti dei Convegni di Venosa, Napoli, Roma: Novembre 1993, 205-220, with T. Braccini, Amori estremi: Filinnio e le morte innamorato, «Griseldaonline» 12 (2012).
5) C. Schneider, [Quintilien] Le tombeau ensorcelé (Grand Déclamations, 10), Cassino 2013, 1-53.
  Further readings may be indicated during the classes.

Students who don't attend the course are required to contact the teacher in adavance

Teaching methods

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

Assessment methods

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