Cultura angloamericana ii
A.A. 2018/2019
Obiettivi formativi
Conoscenza e capacità di comprensione: Gli studenti devono essere in grado di applicare le metodologie culturaliste, in modo da evidenziare e comprendere i rapporti tra cultura, strategie discorsive, fenomeni sociali, comunicazione di massa e produzione e consumo dei prodotti culturali, analizzandoli attraverso la lente dell'ideologia e delle condizioni socio-spaziali, storiche e politiche che ne sono il necessario presupposto. L'analisi si attua attraverso testi scritti e visuali, esclusivamente in lingua inglese e da conoscere in modo approfondito, selezionati in relazione alle tematiche del syllabus. Il lavoro nel corso specialistico si intende come più qualitativo che quantitativo e privilegia un numero ristretto di testi, che devono però essere analizzati con competenze sofisticate.
Conoscenza e capacità di comprensione applicate: Oltre a saper contestualizzare e analizzare i testi proposti, gli studenti devono saper collocare gli stessi in una prospettiva critica documentata, attraverso procedure di analisi che tengano in conto la dimensione sintagmatica come quella paradigmatica.
Autonomia di giudizio: Lo studente deve sviluppare una visione critica articolata, che consenta di individuare le connessioni tra i testi e il background, in alcuni casi anche letterario, ma sempre culturale, al fine di conseguire una conoscenza approfondita del paese di cui si studia la lingua.
Conoscenza e capacità di comprensione applicate: Oltre a saper contestualizzare e analizzare i testi proposti, gli studenti devono saper collocare gli stessi in una prospettiva critica documentata, attraverso procedure di analisi che tengano in conto la dimensione sintagmatica come quella paradigmatica.
Autonomia di giudizio: Lo studente deve sviluppare una visione critica articolata, che consenta di individuare le connessioni tra i testi e il background, in alcuni casi anche letterario, ma sempre culturale, al fine di conseguire una conoscenza approfondita del paese di cui si studia la lingua.
Risultati apprendimento attesi
Abilità comunicative: Lo studente deve saper scrivere e parlare in lingua inglese degli argomenti proposti, con un lessico critico adeguato e in una forma corretta e articolata.
Capacità di apprendere: Lo studente deve sviluppare una autonomia di approccio che risulti dal percorso di studio seguito al triennio, ma che mostri una maggiore volontà critica e indipendenza.
Capacità di apprendere: Lo studente deve sviluppare una autonomia di approccio che risulti dal percorso di studio seguito al triennio, ma che mostri una maggiore volontà critica e indipendenza.
Periodo: Secondo semestre
Modalità di valutazione: Esame
Giudizio di valutazione: voto verbalizzato in trentesimi
Corso singolo
Questo insegnamento non può essere seguito come corso singolo. Puoi trovare gli insegnamenti disponibili consultando il catalogo corsi singoli.
Programma e organizzazione didattica
Edizione unica
Periodo
Secondo semestre
STUDENTI FREQUENTANTI
STUDENTI NON FREQUENTANTI
Informazioni sul programma
'MEMORIES OF YOUR IMAGININGS OF FACTS:' NARRATING THE SELF
The course will include two modules of 20 hours each, and will be complemented by audio-visual educational material, films, and lectures by guest speakers. Further suggestions and material will be provided on the ARIEL website of the course when classes start. Lectures and the final exam will be in English.
The course aims to provide students with an inter- and cross-cultural awareness, as well as to enhance their critical knowledge and understanding of relevant themes in Anglo-American culture in a global perspective which will help them to highlight the relations among culture(s), identities, beliefs, ideologies, literatures, genres, social and discursive practices.
Students who want to earn only 3 CREDITS will have to prepare Module 1. If they are more interested in fiction, and would like to prepare Module 2, they are required to contact their professor by email or in person.
The course will include two modules of 20 hours each, and will be complemented by audio-visual educational material, films, and lectures by guest speakers. Further suggestions and material will be provided on the ARIEL website of the course when classes start. Lectures and the final exam will be in English.
The course aims to provide students with an inter- and cross-cultural awareness, as well as to enhance their critical knowledge and understanding of relevant themes in Anglo-American culture in a global perspective which will help them to highlight the relations among culture(s), identities, beliefs, ideologies, literatures, genres, social and discursive practices.
Students who want to earn only 3 CREDITS will have to prepare Module 1. If they are more interested in fiction, and would like to prepare Module 2, they are required to contact their professor by email or in person.
Prerequisiti
Students are expected to have a good command of English, since all the texts and essays in the syllabus are in that language. The final exam will consist of a critical and detailed oral discussion on the texts and files included in the program. Students are to take the exam in English and are required to demonstrate their full knowledge of the texts and the syllabus, and to be able to analyse and discuss them in the light of the analytical tools and the critical methodologies developed during the course. They must be able, as well, to contextualize notions, issues texts, and cultural products showing an awareness of contemporary American history, culture, and cultural networks.
The students who attend the course will have the opportunity to take one or two optional midterm written tests, whose evaluation will influence the overall grade elaborated at the end of the final oral exam. Passing these tests will allow them to prepare a shorter program for the oral exam. If, for any reason, a student who attends the course does not take one or both the written texts, s/he will be evaluated on that part of the program at the oral exam.
The students who do not attend the course will not be able to take the midterm exams and they are expected to prepare the material of both teaching units for the oral exam.
Excellence will be awarded to students who will show deep understanding of the methodological approach, will adopt originality of presentation, and will be able to critically connect events, texts, and cultural practices, analyzed in both their local and global dimensions, according to a cross-cultural perspective.
The students who attend the course will have the opportunity to take one or two optional midterm written tests, whose evaluation will influence the overall grade elaborated at the end of the final oral exam. Passing these tests will allow them to prepare a shorter program for the oral exam. If, for any reason, a student who attends the course does not take one or both the written texts, s/he will be evaluated on that part of the program at the oral exam.
The students who do not attend the course will not be able to take the midterm exams and they are expected to prepare the material of both teaching units for the oral exam.
Excellence will be awarded to students who will show deep understanding of the methodological approach, will adopt originality of presentation, and will be able to critically connect events, texts, and cultural practices, analyzed in both their local and global dimensions, according to a cross-cultural perspective.
Unita' didattica 1
Programma
'MEMORIES OF YOUR IMAGININGS OF FACTS:' NARRATING THE SELF
The first part of the course focuses on the analysis of a range of Modernist but especially contemporary autobiographical and autofictional texts. The critical approach privileges the investigation of autobiography as a hybrid and ethically controversial genre blending fact/fiction, memory/imagination.
The first part of the course focuses on the analysis of a range of Modernist but especially contemporary autobiographical and autofictional texts. The critical approach privileges the investigation of autobiography as a hybrid and ethically controversial genre blending fact/fiction, memory/imagination.
Materiale di riferimento
· Ernest Hemingway, "Une Generation Perdue", "Shakespeare and Company", "Scott Fitzgerald", in "A Moveable Feast".
· Francis Scott Fitzgerald, "The Crack Up" -available at: https://www.esquire.com/lifestyle/a4310/the-crack-up
· Philip Roth, "The Facts: A Novelist's Autobiography" (First and last letters only).
· Philip Roth, "'I Always Wanted you to Admire My Fasting,' or Looking at Kafka", in "Reading Myself and Others" or in "Why Write? Collected Non-Fiction 1960-2013".
· Jonathan Safran Foer, "Everything is Illuminated", 2003 (novel)
· Craig Thompson, "Blankets", 2003 (graphic novel).
· Nancy K. Miller, selection of posts from the blog- graphic memoir "My Multifocal Life": http://nancykmiller.com/category/my-multifocal-life/
Essays:
· Philippe Lejeune, "The Autobiographical Pact." In "On Autobiography", 1989, pp- 3-30.
· Nancy K. Miller "The Entangled Self: Genre Bondage in the Age of the Memoir." In PMLA, vol. 122, no.2, 2007, 537-548 - disponibile su: http://nancykmiller.com/pdfs/The-Entangled-Self-Nancy-K-Miller.pdf
· Philip Roth "Writing American Fiction." In Reading Myself and Others", or in "Why Write? Collected Non-Fiction 1960-2013".
· All the slides and files made available on the Ariel website of the course.
*Most of the essays are available freely through the internet or the University Library online periodicals division. (Don't forget to log in!).
· Francis Scott Fitzgerald, "The Crack Up" -available at: https://www.esquire.com/lifestyle/a4310/the-crack-up
· Philip Roth, "The Facts: A Novelist's Autobiography" (First and last letters only).
· Philip Roth, "'I Always Wanted you to Admire My Fasting,' or Looking at Kafka", in "Reading Myself and Others" or in "Why Write? Collected Non-Fiction 1960-2013".
· Jonathan Safran Foer, "Everything is Illuminated", 2003 (novel)
· Craig Thompson, "Blankets", 2003 (graphic novel).
· Nancy K. Miller, selection of posts from the blog- graphic memoir "My Multifocal Life": http://nancykmiller.com/category/my-multifocal-life/
Essays:
· Philippe Lejeune, "The Autobiographical Pact." In "On Autobiography", 1989, pp- 3-30.
· Nancy K. Miller "The Entangled Self: Genre Bondage in the Age of the Memoir." In PMLA, vol. 122, no.2, 2007, 537-548 - disponibile su: http://nancykmiller.com/pdfs/The-Entangled-Self-Nancy-K-Miller.pdf
· Philip Roth "Writing American Fiction." In Reading Myself and Others", or in "Why Write? Collected Non-Fiction 1960-2013".
· All the slides and files made available on the Ariel website of the course.
*Most of the essays are available freely through the internet or the University Library online periodicals division. (Don't forget to log in!).
Unita' didattica 2
Programma
'DRAG THAT FIRST PERSON OUT OF THE SOCIAL DEATH OF HISTORY:' THE AUTOBIOGRAPHY AND THE EPISTOLARY FORM AS POLITICAL STATEMENTS
This second section focuses on a number of texts by contemporary African-American authors that employ first-person narration (as in autobiographies) and/or address a second-person interlocutor (as in the epistolary form). In particular, this section aims at investigating the political implications of such narrative strategies, also against the background of the African-American tradition of "Call and response."
This second section focuses on a number of texts by contemporary African-American authors that employ first-person narration (as in autobiographies) and/or address a second-person interlocutor (as in the epistolary form). In particular, this section aims at investigating the political implications of such narrative strategies, also against the background of the African-American tradition of "Call and response."
Materiale di riferimento
· Alice Walker, "The Color Purple", (any edition) - novel.
· Ta-Nehisi Coates," Between the World and Me", (any edition) - book
· Ta-Nehisi Coates e Brian Stelfreeze, "Black Panther 1: A Nation under Our Feet"
· Claudia Rankine, Selection of poems from "Don't Let Me Lonely, An American Lyric" e "Citizen, An American Lyric", to be listed on the Ariel website of the course.
Essays:
· Zora Neale Hurston, "How it Feels to Be Colored Me", 1928
· bell hooks, "Call and Response - Taking a Stand." In "Journal of Appalachian Studies", vol. 20, no. 2, 2014, pp.122-123.
· Toni Morrison, "Black Matters." In "Playing in the Dark, Whiteness and the Literary Imagination", 1992, pp. 3-28.
· All the slides and files made available on the Ariel website of the course.
*Most of the essays are available freely through the internet or the University Library online periodicals division. (Don't forget to log in!).
· Ta-Nehisi Coates," Between the World and Me", (any edition) - book
· Ta-Nehisi Coates e Brian Stelfreeze, "Black Panther 1: A Nation under Our Feet"
· Claudia Rankine, Selection of poems from "Don't Let Me Lonely, An American Lyric" e "Citizen, An American Lyric", to be listed on the Ariel website of the course.
Essays:
· Zora Neale Hurston, "How it Feels to Be Colored Me", 1928
· bell hooks, "Call and Response - Taking a Stand." In "Journal of Appalachian Studies", vol. 20, no. 2, 2014, pp.122-123.
· Toni Morrison, "Black Matters." In "Playing in the Dark, Whiteness and the Literary Imagination", 1992, pp. 3-28.
· All the slides and files made available on the Ariel website of the course.
*Most of the essays are available freely through the internet or the University Library online periodicals division. (Don't forget to log in!).
Prerequisiti
For students who do not attend the course, the final exam will be a critical oral discussion of the whole programme (including the additional and/or alternative material for students not attending the course listed in this programme).
Non-attending students are welcome to refer to their lecturers for questions and further comment about the contents and programme of the course during office hours or by email.
Excellence will be awarded to students who will show deep understanding of the methodological approach, will adopt originality of presentation, and will be able to critically connect events, texts, and cultural practices, analyzed in both their local and global dimensions, according to a cross-cultural perspective.
Non-attending students are welcome to refer to their lecturers for questions and further comment about the contents and programme of the course during office hours or by email.
Excellence will be awarded to students who will show deep understanding of the methodological approach, will adopt originality of presentation, and will be able to critically connect events, texts, and cultural practices, analyzed in both their local and global dimensions, according to a cross-cultural perspective.
Unita' didattica 1
Materiale di riferimento
The programme is the same as for attending students. Differences and options concerning the study material and readings are listed below.
Study material and readings - STUDENTS UNABLE TO ATTEND - Module 1
The programme is the same as for attending students, audiovisual matters excepted. In addition, students will have to prepare the following essays:
· Josh Toth "'A Constantly Renewed Obligation to Remake the Self': Ernest Hemingway, A Moveable Feast, and Autonarration." In "The North Dakota Quarterly", vol. 73, no. 1: 182-196.
· Alison Gibbons "Autonarration, I, and Odd Address in Ben Lerner's Autofictional Novel 10:04." In "Pronouns in Literature," 2018, pp. 75-96.
· Nancy K. Miller "The Trauma of Diagnosis: Picturing Cancer in Graphic Memoir." In "Configurations, 2014, 207-224" - available at: http://nancykmiller.com/wp-ontent/uploads/2015/02/NancyKMiller-CancerArticle.pdf
*Most of the essays are available freely through the internet or the University Library online periodicals division. (Don't forget to log in!).
Study material and readings - STUDENTS UNABLE TO ATTEND - Module 1
The programme is the same as for attending students, audiovisual matters excepted. In addition, students will have to prepare the following essays:
· Josh Toth "'A Constantly Renewed Obligation to Remake the Self': Ernest Hemingway, A Moveable Feast, and Autonarration." In "The North Dakota Quarterly", vol. 73, no. 1: 182-196.
· Alison Gibbons "Autonarration, I, and Odd Address in Ben Lerner's Autofictional Novel 10:04." In "Pronouns in Literature," 2018, pp. 75-96.
· Nancy K. Miller "The Trauma of Diagnosis: Picturing Cancer in Graphic Memoir." In "Configurations, 2014, 207-224" - available at: http://nancykmiller.com/wp-ontent/uploads/2015/02/NancyKMiller-CancerArticle.pdf
*Most of the essays are available freely through the internet or the University Library online periodicals division. (Don't forget to log in!).
Unita' didattica 2
Materiale di riferimento
The programme is the same as for attending students. Differences and options concerning the study material and readings are listed below.
Study material and readings - STUDENTS UNABLE TO ATTEND - Module 2
The programme is the same as for attending students, audiovisual matters excepted. In addition, students will have to prepare the following essays:
· Langston Hughes, "The Negro Artist and the Racial Mountain." In "The Norton Anthology of Theory and Criticism", 2nd Edition, edited by Vincent B. Leitch and all, 2001, pp. 1313-1317.
· Hortense Spillers, "Mama's Baby, Papa's Maybe: An American Grammar Book." In "Diacritics", vol. 17, no. 2, 1987, pp. 64-81.
*Most of the essays are available freely through the internet or the University Library online periodicals division. (Don't forget to log in!).
Study material and readings - STUDENTS UNABLE TO ATTEND - Module 2
The programme is the same as for attending students, audiovisual matters excepted. In addition, students will have to prepare the following essays:
· Langston Hughes, "The Negro Artist and the Racial Mountain." In "The Norton Anthology of Theory and Criticism", 2nd Edition, edited by Vincent B. Leitch and all, 2001, pp. 1313-1317.
· Hortense Spillers, "Mama's Baby, Papa's Maybe: An American Grammar Book." In "Diacritics", vol. 17, no. 2, 1987, pp. 64-81.
*Most of the essays are available freely through the internet or the University Library online periodicals division. (Don't forget to log in!).
Moduli o unità didattiche
Unita' didattica 1
L-LIN/11 - LINGUE E LETTERATURE ANGLO-AMERICANE - CFU: 3
Lezioni: 20 ore
Unita' didattica 2
L-LIN/11 - LINGUE E LETTERATURE ANGLO-AMERICANE - CFU: 3
Lezioni: 20 ore