81792 - Didactics of Italian Literature (LM)

Learning outcomes

At the end of the course the student will be able to know and propose the didactic and academic resources of the Italian Literature, whose disciplinary contents will be valued for text analysis as well as for the literary history and the relationship between literature and society.

Course contents

What is the teaching model of Italian literature for those who find themselves entering a class? That of your previous school teacher? In this case we would witness the model / anti-model dialectic, emulation / antagonism. The consequence would entail the perpetuation of the old teacher's scientific-didactic approach in the work of the future professor. But what concrete opportunities did the university provide its students to develop their own project, measuring their expectations in contact with the real school? The disciplinary teaching courses arise from the need to help students think, research and develop their own teaching project by comparing their experience as students with the expectations of future professors.

The course is divided into the following parts:

1 Example of 5 lesson modules of Italian literature in relation to the MIur guidelines and in continuity with the research of disciplinary teaching

2 Analysis of the text: the rhetorical, argumentative and stylistic strategies implemented between the interpretation of the classics and the hermeneutics of real life.

3 The writings of the self: talking about oneself and autobiographies inside and outside literature. How and for whom to build one's own story, how to claim it, how to dialogue with oneself pretending to be someone else.

4 The new Sicilian school and the Italian novel.

A historical-literary didactic path that from De Roberto reaches Sciascia with a particular relationship to the idea of family and unitary state from the kingdom of Italy to the first republic.

Readings/Bibliography

Before entering the classroom: reading the following books:

M. Nussbaum, Non per profitto. Perché le democrazie hanno bisogno della cultura umanistica, Bologna, Il Mulino 2011

A. Segrè, Il gusto per le cose giuste. Lettera alla generazione z, Milano, Mondadori 2017 

 

Read with the class. Two texts to be chosen from the following:

L. Chines C. Varotti, Che cos'è un testo letterario, Roma, Carocci, 2015

G.M. Anselmi, L. Chines ( a cura di), Leggere i classici italiani: un'antologia. Bologna Patron, 2019.

B. Capaci, Chiara Festa, Paola Licheri, Elvira Passaro, Trappole per Topoi. La retorica che non ti aspetti nella letteratura e nella vita, Città di Castello, 2022 (sol

 

Classroom teaching. Both texts:

R. Carnero, Il bel viaggio insegnare letteratura alla generazione Z, Milano, Bompiani, 2020.

G. Ruozzi G. Tellini (a cura di), Didattica della letteratura italiana, Milano, Mondadori, 2020.

 

The writings of the self and of society.

 

A text chosen from the following:

A. Perissinotto, Raccontare. Strategie e tecniche dello storytelling, Bari-Roma, Laterza, 2022

B. Capaci, G.Simeoni, Casanova. Una autobiografia intellettuale e romanzesca, Napol, Liguori, 2009

 

 

 

Instructions:

Non-attending students are also required to take the following compulsory readings:

 

E. Ripari, Una storia cinematografica della letteratura italiana, Roma, Carocci, 2017.

G. Ferroni, Prima lezione di letteratura italiana, Roma-Bari, Laterza, 2019

Teaching methods

frontal lesson, online and in the presence, use of hypertexts, audiovisual material.

Seminar that involves the participation of ordinary teachers of the school and of trainee students.

Assessment methods

Verification of learning

The test will be carried out by oral question and interview, possibly supplemented by a multimedia teaching demonstration. Precisely the content of the course and the aims of the teaching make the exam the opportunity to highlight, with the skills acquired, the predisposition to the specific teaching of Italian literature.

Example of the evaluation grid:

30 and praise

in-depth knowledge of the contents of the bibliography and lessons combined with a critical language not only precise and congruous but already inclined to the best teaching effectiveness

28-30

in-depth knowledge of the bibliography and of the content of the lessons expressed through an exact and congruous critical language and of appreciable argumentative clarity.

24-27

Good knowledge of the bibliography and the content of the lessons. Critical language with some inaccuracies and not always congruous to the object, presence of excessive simplifications in the exposure.

18-23

Sometimes uncertain knowledge of the contents of the bibliography and lessons. Critical language in which generalizations and inconsistencies are present. Presence of simplifications partially inadequate to the content of the exhibition.

Invitation to repeat the test

Serious gaps in the preparation both concerning the texts in the bibliography and the subject of the lessons.

Teaching tools

Le avventure dell'autobiografia quando la vita è un romanzo

https://www.google.com/search?q=le+avventure+dell%27autobiografia.+quando+la+vita+%C3%A8+un+romanzo+&ie=utf-8&oe=utf-8&client=firefox-b#

Office hours

See the website of Bruno Capaci