ITALIAN LITERARY CRITICISM
Learning outcomes of the course unit
Reading and analys of essay wrinting of three important italian writers wants both to highlight stilistic peculiarities of their pages, and to accostom the student to the point of view complexity and to the bonds between ideologies and the cultural characteristics of their times.
The course want to provide ability in collecting notions and concepts, inserting them in their hystorical context and in their correct communication code. It aims, furthermore, to encourage a critical approach to the texts and to encourage individual judgements.
Dublin index aims:
applying knowledge and understanding
General knowledge is required about culture and literature of the years immediatly following the end of II world war, from Neorealism to 'Neoavanguardia'
Course contents summary
Purpose of the course is to study the essay works of some great storytellers who were journalists too and wrote essays and inquieries about cultural and social changings of Italy in the years that followed the end of II world war until the economic boom years.
The course program will be developed especially on two work areas, that are based on a chronological distinction:
1) the years of reconstruction (1945-1957)
The writing model of political and social inquiry suggested by Vittorini’s “Politecnico”. A study about the forms of social inquiry, and about a writing placed between storytelling and essay, will be analysed by means of following works:
L. Sciascia, Le parrocchie di Regalpetra,
Bianciardi – Cassola, I minatori della Maremma.
The life and the work of Rocco Scotellaro
2) ‘boom economic’ years (after 1958)
The trauma of a changing world, between Neocapitalism and modernity: the rise of new social horizons. With inportant changing of social behaviour and of the language.
Will be read pages (mostly newspaper articles) of Bianciardi and Pasolini.
The specific critical bibliography will be given students during course, and it will be made available on Elly Platform.
70% of scheduled lessons will be frontal lessons.
25 % of scheduled lessons will be a workshop’s form. Students will work together on the texts, by the aim to encourage individual judgement, in finding main ideological structures; textual aporias; critical outcomes
Assessment methods and criteria