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
Reading the Cena Trimalchionis: some teaching proposals about the most famous episode of Petronius' Satyricon.
The reading of Petronius'Cena will provide the opportunity to focus different kinds of didactic activities.

LABORATORY laboratory activities will focus, in particular, on Latin certification programs.

CORE COURSE The place of Latin in school curricula; the different methodologies for teaching Latin language and literature (see the handbooks mentioned under "Texts").

AUTHORS
Petronius, Cena Trimalchionis (Satyricon 26-78)  the text has to be read in his original language.

SECONDARY LITERATURE It is required to read one of the following essays:

1) G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna, Il Mulino, 1997: cap. 1 (Il narratore mitomane e l'autore nascosto), pp. 11-42.

2) Endres, Nikolai, The sublime and the bovine, 'Petronius' 'Satyricon' and Gustave Flaubert's 'Madame Bovary', AncNarr 2008 6, pp. 51-76.

3) W. Keulen, Il romanzo latino, in L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico, Roma 2006, 131-171.

4) L. Landolfi, Mimica mors (Petr. Sat. 94). Racconti di suicidi mancati fra ὕψος e βάθος, Latomus 69.4, 2010, 1053-1065.

5) B. Boyce, The Language of the Freedmen in Petronius'Cena Trimalchionis, Leiden-New York, Brill 1991 (capitolo 2 o capitolo 3)

6) A. Perutelli, Una proposta di lettura per la scuola: il cap. 37 di Petronio, Aufidus 1987 (3), 51-67.

7) E. Auerbach, Mimesis, vol. 1, cap. 2 (Fortunata), Torino, Einaudi, 1964.

 

 

 

Readings/Bibliography

Latin texts:  As for Petronius' Cena Trimalchionis: G.F. Gianotti, La cena di Trimalchione, dal Satyricon di Petronio, Roma, Bonanno Editore, 2013 (edition with Italian translation and commentary).

Essays and Handbooks:  one of these handbooks: G. Milanese, Strumenti e prospettive per lo studio del latino, Milano, Vita e Pensiero, 1992; A. Balbo, Didattica del latino. Sentieri di ricerca per una didattica ragionevole, Torino, UTET Università, 2007.

Students who didn't attend the course are asked to contact the teacher

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

The teaching activity will be supported by seminars concerning different aspects of the discipline. Some teaching materials are available on-line.

Office hours

See the website of Lucia Pasetti