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

Horace, Odes, Book IV.

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

LABORATORY

Various workshop activities will be proposed:
- evaluation of the translation (group work led by the teacher)
- planning of glottodidactic exercises aimed at language certification (based on the EULALIA model)
- planning of teaching paths on literary themes (starting from the IV book of the Odes)

 

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 the IV book of the Odes

TEXTS

Horatius, Odes, book IV: the text has to be read in the original language; metrics is required

Readings/Bibliography

LATIN TEXTS: for Horace's Odes, book IV, we recommend the commentary by R.F. Thomas, Odes book 4. and Carmen saeculare, Cambridge University Press, 2011.

CORE COURSE TEXTS

(tue texts listed below will be 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

LETTURE CRITICHE

one of the readings listed below:

David E. Belmont, The Vergilius of Horace, Ode 4.12, Transactions of the American Philological Association, 110, 1980, pp. 1-20.

R. Freis The Catalogue of Pindaric Genres in Horace "Ode" 4.2, Classical Antiquity, 2, 1983 pp. 27-36.

G.Nagy, Copies and Models in Horace "Odes" 4.1 and 4.2, The Classical World, 87.5, 1994, pp. 415-426.

P. Winsor Sage, Vatic Admonition in Horace Odes 4.9, The American Journal of Philology, 115.4, 1994, pp. 565-586.

A. Barchiesi, Poetry, Praise, and Patronage: Simonides in Book 4 of Horace's "Odes", Classical Antiquity 15/1, 1996, 5-47.

J. Strauss Clay, Sweet Folly: Horace, Odes 4.12 and the Evocation of Vergil, in, M. Paschalis, Horace and Greek Lyric Poetry, Rethymnon 2002, 129-141.

A. Traina, La poesia della saggezza, in Orazio, Odi ed Epodi, introd. di A. Traina; trad. e note di E. Mandruzzato, Milano, Bur, 2005, rist. in A. Traina, Poeti latini (e neolatini) V, Bologna, Pàtron, 1988, pp. 133-168.

D. Kovacs, Horace, Pindar and the Censorini in Odes 4.8, The Journal of Roman Studies, 99, 2009, pp. 23-35.

Ulteriori letture tra cui scegliere saranno disponibili tra i materiali didattici.

further readings will be available among the teaching materials.

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

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