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

SPECIAL FOCUS COURSE

Models of historiography in Latin literature: commentaries, monographs, annals, biographies.

Some programmatic texts within Latin historiography will be presented and discussed, with a focus on: (1) the methodology of historical investigation in the different ages of Latin literature; (2) the models and the specific features of thought, language and style of each work. This reading path will concern a choice of texts by Sallustius, Cornelius Nepos, Livius, Tacitus: Sallustius, Bellum Catilinae 1-29; 36-39; 50-61, Bellum Iugurthinum 1-4, Cornelius Nepo, Liber de excellentibus ducibus exterarum gentium Praefatio, Livius, Ab urbe condita Praefatio, Tacitus, Agricola 1, Historiae I 1-3, Annales I 1-4.

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.

CORE COURSE

- Institutional context: the place of Latin in school curricula in Italian Licei. Reference framework for the administration of the second written test of the State Exam in the Italian secondary school.

- 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

LATIN TEXTS
- the texts listed in special focus text have to be read in their original language.

CORE  COURSE see below, Bibliography: all the readings listed are required;

SECONDARY LITERATURE see below, Bibliography: just one of the items listed is required

Readings/Bibliography

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

PARTE ISTITUZIONALE
1) Ministery guidelines for teaching Latin in the Italian Licei; Reference framework for the administration of the second written test of the State Exam in the 'Liceo classico'.
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.

 6) R. Luzzi, La cultura e la formazione classica nella società contemporanea. Rassegna di un dibattito culturale (aprile-ottobre 2016), ClassicoContemporaneo 2, 2016, Discussioni 20-35.

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


CRITICAL ESSAYS
1) A. Momigliano, Da Aristotele ai Romani, in Id., Lo sviluppo della biografia greca, Einaudi, Torino 1974, 69-105.
2) A. La Penna, Storiografia di senatori e storiografia di letterati, in Id., Aspetti del pensiero storico latino, Einaudi, Torino 1978, 43-104.
3) D. Musti, Il pensiero storico romano, in AA.VV., Lo spazio letterario di Roma antica, I, Salerno editrice, Roma 1989, 177-240.
4) I. Lana, Tacito, in I. Lana, E.V. Maltese (a c. di), Storia della civiltà letteraria greca e latina, II, Utet, Torino 1998, 1004-1022.
5) G. Brescia, Introduzione a Sallustio, La congiura di Catilina, Barbera, Siena 2006.
6) I. Mariotti, Introduzione a Gaio Sallustio Crispo, Coniuratio Catilinae, Patron, Bologna 2007. 
  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 Pietro Rosa