Learning objectives
Knowledge and understanding.
The course will provide the students with a basic understanding of the rhetorical, thematic and ideological structures of fictional texts.
Applying knowledge and understanding.
By providing a constant guide to the activity of reading, and showing a specific interest in the single points of view, as expressed by the rewritings, the course aims at generating a peculiar consciousness of the way both characters and narrators voice one’s own vision of literature and of the world. Students should be able to apply their knowledge and interpretive skills to a wider set of texts and artistic genres, developing a learned and critical readership, or spectatorship.
Making judgements.
By the end of the course, students should be able to apply their judgements to a theoretically grounded level of textual reading. They should also be able to show the capacity to correctly situating the texts in the epoch and cultural atmosphere which gave them life. Students will interpret them in a critically founded way, paying attention to narrative devices, themes, genres, poetics, as consistently employed by their authors.
Communication skills.
By the end of the course, students ought to show the capacity to master the expression of textual contents, knowing how to point out and communicate the identifying and connecting elements which run across a defined series of literary texts.
Learning skills.
Trained to read texts which belong to a cultural tradition, students should develop critical skills, in order to successfully study the contemporary literary panorama. They should also improve their judgement abilities about what they have learnt (literary-historical knowledge) in order to structure their final dissertation, as well as to prepare themselves to the reading abilities required by the second cycle of studies.
Prerequisites
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Course unit content
Bourgeoisie: where we are at
Between sociology, construction of national identity and class relationships and conflicts, the course aims to pose comparative questions on types, characters and facts concerning bourgeoisie and contemporary Europe. We will investigate the concept itself of bourgeoisie, its wide and porous structures, looking at its reflections in the epoch of its maturity - the second half of the XIXth Century, and possible developments throughout the XXth Century. We will include three selected films, in order to elucidate forms and contradictions of the bourgeois subject.
Full programme
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Bibliography
1. De Cristofaro (ed.), Letterature comparate, nuova edizione, Carocci (si escluderanno i capp. 11 e 12)
Novels and Drama
2. Zola, Il ventre di Parigi, trad. consigliata di L. Binni (Garzanti)
3. Ibsen, Casa di bambola, qualsiasi edizione
4. Forster, Maurice, Garzanti
5. Bassani, L'airone, Feltrinelli
Films
A. Pasolini, Teorema (1968)
B. Bunuel, Il fascino discreto della borghesia (1972)
C. Chabrol, Il buio nella mente (La Cérémonie, 1995)
Further readings will be available on the Ellly webpage of the course. Films are available at the Paolotti Humanistic Library and at Centro Cinema Lino Ventura.
Teaching methods
Privileged methods will be the following: classroom-taught lessons, film screening, guided readings of selected narrative passages
Assessment methods and criteria
Oral examination, held in presence. Questions will firstly regard the handbook, in order to subsequently involve themes, plot turns, the development of characters, as inferable from the reading of literary texts.Evaluation: A fail is determined by the lack of an understanding of the minimum content of the course, the inability to express oneself adequately, by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments. A pass (18-23/30) is determined by the student’s possession of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (26-27/30) in the evaluation indicators listed above. Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above.
Other information
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2030 agenda goals for sustainable development
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