14046 - Italian Literature in the Renaissance (1)

Learning outcomes

At the end of the course students are expected to acquire: a sound knowledge of a specific cultural context (the Italian Renaissance) through the reading of literary texts in an interdisciplinary perspective; the ability to analyse and interpret literary texts (in linguistic, rethorical and philological perspective)

Course contents

The program will focus on the following topics: defining the historical and cultural coordinates of the Renaissance era, critical exploration of the Renaissance as a historiographical category; discussion of key themes and figures of Renaissance culture, particularly through analyses of literary genres from the last two decades of the 15th century to the entire 16th century. The themes addressed in this initial institutional part will include:

• The 15th-century roots of the Renaissance;
• New centers of knowledge, new protagonists, new institutions: printing, academies, courts, universities, censorship;
• The concept of imitation: Imitatio/aemulatio;
• The issue of language as an example of the relationship between ancients and moderns;
• Petrarchism and its variations;
• Renaissance novella;
• Courtly and behavioral treatises;
• The revival of Greek between the 15th and 16th centuries;
• Political treatises;
• The emancipation of art in dialogue with literature;
• The epic-chivalric poem from Ariosto to Tasso;
• Anti-Renaissance;
• Digital tools for the study of the Renaissance.

Readings/Bibliography

A. Study of the manual. The choice is between:

• G. Alfano, C. Gigante, E. Russo, Il Rinascimento, Roma, Salerno ed., 2016 (Everything except the final 'Sheets,' which are not mandatory)

Or:

• G. Alfano - P. Italia - E. Russo - F. Tomasi, Profilo di letteratura italiana. Dalle origini a fine Ottocento, Milano, Mondadori, 2021, pp. 191-392.

 

B. The study of at least one of the following critical essays (for non-attending students, at least two):

1. Jacob Burckhardt, Il Rinascimento italiano. Civiltà e arte, Torino, Einaudi, 2023 (only the first part, La civiltà del Rinascimento in Italia, pp. 6-363);
2. Catherine Fletcher, Il libro nero del Rinascimento, Milano, Garzanti, 2022;
3. Nicola Gardini, Rinascere. Storia e maestri di un’idea italiana, Milano, Garzanti, 2019;
4. Gigliola Fragnito, Rinascimento perduto. La letteratura italiana sotto gli occhi dei censori (secoli XV-XVII), Bologna, il Mulino, 2019;
5. Marco Pellegrini, Nella terra del genio: il Rinascimento, un fenomeno italiano, Salerno, 2021;
6. Federico Della Corte, Il discorso delle cose. Studio su Francesco Guicciardini, Bologna, Pàtron, 2024.
7.  

C. The complete reading (unless otherwise indicated) of at least one of the following works (two for non-attending students):

• Poliziano, Stanze per la giostra (ed. by F. Bausi: Manziana 1997; Utet 2006; Messina 2016);
• Isotta Nogarola, Complete Writings. Letterbook, Dialogue on Adam and Eve, ed. and trans. by M. L. King and D. Robin, The University of Chicago Press, 2013
  
• Bembo, Asolani (edited by C. Dilemmi, ed. Accademia della Crusca; or: edited by C. Dionisotti, ed. Utet o TEA) or Prose della volgar lingua (edited by C. Dionisotti, ed. Utet o TEA);
• Machiavelli, Il principe (edited by G. Pedullà, Donzelli 2013) + Ariosto, Satire, edited by I. Campeggiani, Bites, 2019;
• Ariosto, Orlando furioso, (10 cantos chosen by students; edited by Bigi-Zampese, Bur, 2016 or subsequent reprints);
• Guicciardini, Ricordi (edited by C. Varotti, Roma, Carocci, 2013)
• Castiglione, Il cortegiano (edited by A. Quondam, ed. Garzanti)
• Folengo, Baldus (suggested edition by M. Chiesa, Utet)
• Gaspara Stampa, Rime, Bur, 1994 (edted by R. Ceriello)
  
• Bandello, Novelle (suggested edition: edited by E. Menetti, Milano, Bur, 2022);
• Aretino, Sei giornate (Ragionamento-Dialogo, edited by Bàrberi-Squarotti - Forno, Bur 1988; 2001);
• Cassandra Fedele, Orazioni ed epistole, traduzione e cura di A. Fedele, Padova, Il poligrafo, 2010
• Vittoria Colonna, La raccolta di rime per Michelangelo, a cura di V. Coppello, Società editrice fiorentina, 2020;
  
• Tasso, Gerusalemme liberata (10 cantos chosen by students; edited by F. Tomasi, Bur 2009 or subsequent reprints)

 

Students with SLD or temporary or permanent disabilities. It is suggested that they get in touch as soon as possible with the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) and with the lecturer in order to seek together the most effective strategies for following the lessons and/or preparing for the examination.

Teaching methods

Lectures, supported by PowerPoint files, aimed at a thorough understanding of the texts and the discussion of interpretative hypotheses with all course participants

Assessment methods

Oral Exam. The exam consists of a dialogue with the teacher lasting approximately 30-40 minutes and covering both the general and monographic parts of the course. During the dialogue, the student must demonstrate the ability to critically analyze the literary texts and relate them to the context of Renaissance culture. The student's ability to express themselves clearly and with appropriate language will also be assessed.

• A poor ability to navigate the literary landscape of Renaissance culture and to recognize the fundamental characteristics of the major texts from the late 15th and 16th centuries outlined in the syllabus will result a low evaluation (20-24);
  
• A student who can grasp the fundamental aspects of the works and authors discussed during the course and recognize the key issues and significant features of the most important Renaissance literature and its protagonists will receive a positive evaluation (25-27).
• In-depth knowledge of the texts and humanistic literature will lead to a very good (28-30) and even excellent (30L) evaluation. To achieve excellence, a complete understanding of all the topics covered is required, along with a solid grasp of literary chronology (the dates of major works by the authors covered are important), the use of precise technical terminology (in rhetorical, philological-literary contexts, etc.; e.g., being able to detail the literary genre of the cited works or indicate the chronological span of composition for very famous works like Orlando Furioso or Il Cortegiano), and, additionally, a personal critical elaboration of the acquired content.

 

Students with SLD or temporary or permanent disabilities. It is necessary to contact the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) with ample time in advance: the office will propose some adjustments, which must in any case be submitted 15 days in advance to the lecturer, who will assess the appropriateness of these in relation to the teaching objectives.

Teaching tools

PowerPoint files, which will be made available to the student on Virtuale

Office hours

See the website of Andrea Severi