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

ENCOUNTER WITH A TEXT: Apuleius, The Tale of Cupid and Psyche.

Starting from the various interpretations that have been applied to the Apulian text in recent years, various proposals for its didactic use will be formulated (e.g. with reference to the literary or artistic reception of the text; its possible use for practising translation skills; or targeted readings based on the concepts of visuality, intertextuality, gender difference, etc.).

The course starts on Monday 11 November

LABORATORY

Two kind of workshop activities will be proposed:
- evaluation of the translation (group work led by the teacher)
- planning of glottodidactic or literary teaching paths on choice topics (starting from the Latin texts on declamation)

 

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 Latin texts on the Tale of Cupid and Psyche;

TEXTS 

Reading of the Tale of Cupid and Psyche: Apul. IV 28-33 (in translation); 34-35 (in original); V (all in original); VI, 1-24 (in translation, except chapters 2, 4 and 24);

Please, note: For those who need to refresh or extend their linguistic knowledge, we recommend, for morphology, the study of  I. Dionigi – E. Riganti – L. Morisi, Il latino, Bari, Laterza 2011 (oppure Verba et res. Morfosintassi e lessico del latino, 2 voll., Bari, Laterza, 1999); for Syntax, A. Traina-T. Bertotti, Sintassi normativa della lingua latina: Teoria, Bologna 2003 (3rd ed.).

 

Readings/Bibliography

Students with SLDs or temporary or permanent disabilities: it is recommended that you contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ) and your teacher to discuss the most effective strategies for following the course and/or preparing for the exam.

LATIN TEXTS

we recommend:

Apuleio, Metamorfosi, Libri 4.-6., a cura di L.Nicolini, C. Lazzarini e N. Campodonico, Milano, Fondazione Valla-Mondadori, 2023 

CORE COURSE TEXTS

1) A. Balbo, Insegnare latino: sentieri di ricerca per una didattica ragionevole, Torino 2023, 2a ed., pp. 73-101 cap. 4 (models for glottodidactic)

2) Un saggio a scelta tra quelli contenuti nel volume: V. Garulli, L. Pasetti, M. Viale, I disturbi specifici dell'apprendimento e insegnamento linguistico: la didattica dell'italiano e delle lingue classiche nella scuola secondaria di secondo grado alla prova dell'inclusione, Bologna 2021

3) G. Milanese, John Erskine, i “Great Books” e i classici antichi, in Latina Didaxis XII, Genova 2013, 23-46 oppure un capitolo a scelta dal volume di G. Milanese, Le ragioni del latino, Brescia 2024

4) 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

5) I. Torzi, La battaglia del latino: tradizione e innovazione nella didattica scolastica, Classico Contemporaneo 9, 2023, available at

https://www.classicocontemporaneo.eu/PDF/595.pdf

CRITICAL READINGS

  

- K. R. Bradley, K. R., On Psyche and psychology: a reflection
Ancient Narrative 19, 2022, 39-78.

-.L. Haskins, A gendered reading for the character of Psyche in Apuleius’ « Metamorphoses », Mnemosyne, 67.2, 2014, 247-269

- E. McNeel, S. Sabnis, Sonia, «Eros you know the story»: Psyche in five women poets, in International Journal of the Classical Tradition
29.3, 2022, 307-332

- L. Pasetti, Apuleio era dannunziano? La favola di 'Amore e Psiche' secondo Alberto Savinio, in Latina Didaxis XXXII. L'imperium sine fine dei testi latini, 15-16 Maggio 2017, 27-48.

- L. Pasetti, 'Nel queto vortice del nulla'. Pascoli lettore della favola di Amore e Psiche, in Studi e Problemi di Critica Testuale 96, 2018, 143-167.

- N. W. Slater, Apuleian ecphraseis: depiction at play, in Paideia at play, in W. Riess., Paideia at play: learning and wit in Apuleius (Ancient Narrative. Supplementum, 11), Groningen 2008, 235-250

 

further readings may be recommended during the classes.

N.B.

Students with SLDs or temporary or permanent disabilities: it is recommended that you contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ) and your teacher to discuss the most effective strategies for following the course and/or preparing for the exam.

Non-attending students are required to take two critical readings and, on the Tale of Cupid and Psyche, In addition to the chapters indicated in the programme, section IV 28-33 must be read in the original language (not in translation); 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

PREREQUISITES: essential prerequisite for the examination is a good knowledge of Latin morphosyntax. This will be assessed in the first part of the oral interview.

The exam consist of a conversation with the examiner; and includes:

- a preliminary linguistic assessment (the candidate must be able to independently translate the examination text, identify and describe the phonetic anche morphosyntactic structures of Latin in a didactically effective way);

- an assessment of the following abilities:

• to discuss the essays included in bibliography and to highlight issues and problems related to teaching Latin in secondary school.
  
• 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.

N.B.

Students with LDS or a temporary or permanent disability: it is advisable to contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) in good time: it will be their task to propose any adjustments to the students concerned, which must in any case be submitted 15 days in advance to the teacher for approval; the teacher will assess their appropriateness in relation to the teaching objectives.

Teaching tools

Platform Iol, websites, online support for learning and teaching Latin

Office hours

See the website of Lucia Pasetti