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

Academic Year 2022/2023

  • Docente: Lucia Pasetti
  • Credits: 6
  • SSD: L-FIL-LET/04
  • Language: Italian

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 THE TEXT: Plautus, Amphitruo

Various readings of the work will be proposed according to different methods of literary and linguistic analysis (linguistic and thematic analysis, contrastive translation, reception).

he course starts on Wednesday 9 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 Plautus' Amphitruo)

 

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 Plautus'Amphitruo;

TEXTS

Plautus, Amphitruo; the whole text has to be read in the original language.

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: for Plautus'Amhpitruo, we recommend one of these two commentaries:

-Plautus, Amphitruo, edited by D. M. Christenson, Cambridge 2000;

as an alternative:
-Tito Maccio Plauto, Anfitrione, con trad. e commento a cura di R. Oniga; introd. di M. Bettini, Venezia 1991.

For some parts of the text, a dispensa is available among the teaching materials; for the remaining parts, pleas refer to the commentaries above.

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

(available in the Library of the 'Dipartimento di Filologia Classica e Italianistica')

one of the readings listed below:

M. Bettini, La verecundia di Alcmena: Plauto Amphitruo 903, in Studi latini in ricordo di Rita Cappelletto, Urbino 1996, 1-12;

E. Lefèvre, L' Anfitrione di Plauto e la tragedia, in R. Raffaelli-A. Tontini, Amphitruo, Urbino 1998, 13-30;

S. Monda, Ne mox erretis: la convenzione della maschera nel teatro romano dal III secolo a. C., in M.M. Bianco, A.Casamento, Novom aliquid inventum: scritti sul teatro antico per Gianna Petrone, Palermo 2018, 181-199;

S. Monda, Il teatro a Roma, in G. Petrone, Storia del teatro latino, Roma 2020, 21-67.

R. Oniga, Il canticum di Sosia. Forme stilistiche e modelli culturali,Materiali e Discussioni per l'Analisi dei Testi Classici 14, 1985, 113-208.

L. Pasetti, Introduzione, in Anfitrione: variazioni sul mito: Plauto, Molière, Kleist, Giraudoux, Venezia 2007, 1-50;

L .Pasetti, L' io come personaggio: permanenza di un modulo linguistico nella ricezione dell'Amphitruo, Lexis 31, 2013, 284-310;

C. Pace, La coppa nel mito di Anfitrione: dallo σκύφος di Archippo all'aurea patera di Plauto, Seminari Romani di Cultura Greca 1.1, 1998, 89-109;

G. Petrone, Si dixero mendacium… (Pl. Amph. 198): guerra e diplomazia nell'Amphitruo di Plauto, Ὅρμος 1, 2008-2009, 167-178;

G. Petrone, Plauto, in Storia del Teatro Latino, Roma 2020, 111-148;

R. Raffaelli, Usi dell'ironia nell'Anfitrione: da Plauto a Molière, Bollettino di Studi Latini, 47.1, 2017, 1-28.

 

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

SDGs

Good health and well-being Quality education

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