Teaching Italian Literature
A.Y. 2020/2021
Learning objectives
The course aims at promoting an in-depht reflection about the main methods and tools in the teaching of Italian Literature, in particular focusing on:
- epistemologic grounds of the discipline
- history of his teaching
- main methodologic guidelines
- critical comparative analysis of widespread scholastic handbooks
- learning methods, tools and techiniques, even in case of special educational needs and SLD (Specifical Learning Disorders)
- school planning and curricula
- crucial importance of literary text
- evaluating the knowledges and evaluating the skills
- epistemologic grounds of the discipline
- history of his teaching
- main methodologic guidelines
- critical comparative analysis of widespread scholastic handbooks
- learning methods, tools and techiniques, even in case of special educational needs and SLD (Specifical Learning Disorders)
- school planning and curricula
- crucial importance of literary text
- evaluating the knowledges and evaluating the skills
Expected learning outcomes
At the end of the course, the students are expected to know the main methods in the teaching of Italian Literature and to handle them - both from an historical and a practical point of view - in order to foster their planning and organizing autonomy in matter of didactic.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Lesson period
Second semester
Remote teaching delivery methods through synchronous lessons via the Microsoft Teams platform, asynchronous audio lessons uploaded to the Ariel page of the discipline, synchronous meetings for comparison and discussion, the possibility of some face-to-face lessons.
Course syllabus
The course is divided into two parts.
PART A: literature teaching: reasons, history and methods of the discipline.
PART B: literature teaching today: challenges in the present school.
PART A: literature teaching: reasons, history and methods of the discipline.
PART B: literature teaching today: challenges in the present school.
Prerequisites for admission
The course requires knowledge of the history of Italian literature (authors, works, literary genres and literary currents) and knowledge of the fundamental elements of interpretation and decoding of literary textuality.
Teaching methods
Most of the course will be represented by frontal lesson supplemented by collaborative learning activities. A relevant part of the course will be dedicated to direct work on texts.
Teaching Resources
· Gino Roncaglia, L'età della frammentazione. Cultura del libro e scuola digitale, Laterza, Roma-Bari 2018.
· Mario Barenghi, Cosa possiamo fare con il fuoco. Letteratura e altri ambienti, Quodlibet, Macerata 2013.
· Luca Serianni, L'ora di italiano, Laterza, Roma-Bari 2012.
· Guido Armellini, La letteratura in classe. L'educazione letteraria e il mestiere dell'insegnante, Unicopli, Milano 2008.
· Hermann Grosser, Insegnare letteratura oggi: storia e canone, in «Archivio Storico Ticinese», seconda serie, n. 145, giugno 2009, pp. 89-100 [disponibile sulla piattaforma Ariel].
· Hermann Grosser, Che fare del testo? Testo, metodo e storia nell'esercizio delle competenze, in Paolo Giovannetti (a cura di), La letteratura in cui viviamo. Saggi e interventi sulle competenze letterarie (n. 26 della rivista «I Quaderni della ricerca», Loescher Editore - Università IULM, 2015, pp. 51-60 [disponibile sulla piattaforma Ariel].
Additional materials will be provided on the Ariel platform during the lessons.
For further information, recommend reading one of the following volumes chosen by the student:
· Erminia Ardissino (a cura di), Insegnare italiano nella scuola secondaria, Mondadori, Milano, 2018.
· Simone Giusti, Didattica della letteratura 2.0, Carocci, Roma 2015.
· Jerome Bruner, La cultura dell'educazione. Nuovi orizzonti per la scuola, Feltrinelli, Milano 2015.
· Remo Ceserani, Convergenze, Bruno Mondadori, Milano 2010.
· Massimo Recalcati, L'ora di lezione, Einaudi, Torino 2014.
· Romano Luperini, Insegnare la letteratura oggi, Manni, Lecce 2013.
· Luca Dell'Omo (a cura di), Una musa che non incanta, Cesati, Firenze 2013.
· Anna Rita Rati (a cura di), Il lavoro sui testi. Proposte per la scuola secondaria, Morlacchi, Perugia 2015.
· Mario Barenghi, Cosa possiamo fare con il fuoco. Letteratura e altri ambienti, Quodlibet, Macerata 2013.
· Luca Serianni, L'ora di italiano, Laterza, Roma-Bari 2012.
· Guido Armellini, La letteratura in classe. L'educazione letteraria e il mestiere dell'insegnante, Unicopli, Milano 2008.
· Hermann Grosser, Insegnare letteratura oggi: storia e canone, in «Archivio Storico Ticinese», seconda serie, n. 145, giugno 2009, pp. 89-100 [disponibile sulla piattaforma Ariel].
· Hermann Grosser, Che fare del testo? Testo, metodo e storia nell'esercizio delle competenze, in Paolo Giovannetti (a cura di), La letteratura in cui viviamo. Saggi e interventi sulle competenze letterarie (n. 26 della rivista «I Quaderni della ricerca», Loescher Editore - Università IULM, 2015, pp. 51-60 [disponibile sulla piattaforma Ariel].
Additional materials will be provided on the Ariel platform during the lessons.
For further information, recommend reading one of the following volumes chosen by the student:
· Erminia Ardissino (a cura di), Insegnare italiano nella scuola secondaria, Mondadori, Milano, 2018.
· Simone Giusti, Didattica della letteratura 2.0, Carocci, Roma 2015.
· Jerome Bruner, La cultura dell'educazione. Nuovi orizzonti per la scuola, Feltrinelli, Milano 2015.
· Remo Ceserani, Convergenze, Bruno Mondadori, Milano 2010.
· Massimo Recalcati, L'ora di lezione, Einaudi, Torino 2014.
· Romano Luperini, Insegnare la letteratura oggi, Manni, Lecce 2013.
· Luca Dell'Omo (a cura di), Una musa che non incanta, Cesati, Firenze 2013.
· Anna Rita Rati (a cura di), Il lavoro sui testi. Proposte per la scuola secondaria, Morlacchi, Perugia 2015.
Assessment methods and Criteria
The final exam will consist in an oral examination: the student will deal with the topics developed in the reference bibliografy and manuals; will demonstrate the correct knowledge of the key words and concepts in didactic reflection; will have to argue critically on the proposed topics.
The evaluation will be based on possession of didactic-disciplinary skills, on the relevance and correctness of the answers, on the clarity and ownership of the exposure and on the terminological appropriateness in use. The exam will be passed with a minimum mark of 18/30.
Warning
International or Erasmus incoming students are invited to promptly contact the teacher responsible of the course.
The exam procedures for students with disabilities and / or with DSA must be agreed with the teacher, in agreement with the competent Office.
Examination calendar
The calendar of examinations, durations, locations, how to register for the sessions will be promptly communicated on the Ariel website of the course.
The evaluation will be based on possession of didactic-disciplinary skills, on the relevance and correctness of the answers, on the clarity and ownership of the exposure and on the terminological appropriateness in use. The exam will be passed with a minimum mark of 18/30.
Warning
International or Erasmus incoming students are invited to promptly contact the teacher responsible of the course.
The exam procedures for students with disabilities and / or with DSA must be agreed with the teacher, in agreement with the competent Office.
Examination calendar
The calendar of examinations, durations, locations, how to register for the sessions will be promptly communicated on the Ariel website of the course.
Modules or teaching units
Unita' didattica A
L-FIL-LET/10 - ITALIAN LITERATURE - University credits: 3
Lessons: 20 hours
Unita' didattica B
L-FIL-LET/10 - ITALIAN LITERATURE - University credits: 3
Lessons: 20 hours