biennium - Italian Triennium Program SECONDARY SCHOOL CURRICULUM AND PROGRAMS OF THE THREE-YEAR HIGHER
The Commission's proposals Pitcher
ITALIAN
The study of Italian language and literature is a significant presence, with equal consistency hour, all addresses of three years. Knowledge of literary phenomena and the acquisition of solid language skills are in fact equally important in any curriculum school for the training of the individual.
discipline therefore retains all the addresses in its intrinsic identity and its unique organic unity, although links with other teachings and special require-ments can lead to enrichment or comparison in individual school contexts, and to highlight appropriate fusion with other aspects.
In the framework of the literary education of this instruction takes three years in central and prevalence.
However, there remains the need for continuing education in this range, according to specific program guidelines, objectives of consolidation and advancement in the field of general language skills and knowledge.
Purpose Purpose of the guidelines that emerge specifically in the three years are:
1. awareness of the specificity and complexity of the literary phenomenon, as an expression of civilization and, in connection with other art forms, as a form of knowledge of reality that through the symbolic and the imaginary;
2. direct knowledge of the texts certainly representative of the Italian literary heritage, considered in its internal diversity articulated in its historic form and in its relations with other literatures, especially in Europe;
3. the mastery of the language and receiving oral and written production, commensurate the need to dominate the uses that characterize the complex formal and advanced levels of knowledge in various fields;
4. awareness of their historic and cultural heritage of the Italian language;
Learning Objectives The objectives to be pursued in the period arising in continuity with those achieved in the period, against which are characterized by levels of greater complexity and broader articulation on both capacity building and acquisition of knowledge.
They refer to three areas: analysis and contextualization of texts, reflection on literature and its historical perspective, skills and language skills.
This division is not prioritized, nor for the importance or for preparatory aspects, as all the targets are closely linked and should be kept together in the course of three years.
An indication of the targets should be reported to the conclusion of a three-year course. Their achievement will be gradual, as content changes through treaties and educational activities proposed.
analysis and contextualization of the texts. - The student will be able to analyze and interpret literary texts, proving to be able:
1. conduct a direct reading of the text as the first form of interpretation of its meaning;
2. place the text in a framework of respect and report on: the traditions of formal codes and the "literary institutions' other works of the same or other authors, contemporary or other eras, other cultural and artistic expression, and the broader historical context time;
3. to relate their experiences with the text and its sensitivity and make its own reasoned criticism.
Reflections on literature and its historical perspective. - The student will demonstrate:
4. recognize, in a general structure of texts, the specific characteristics of the literary text and its fundamental polysemy, which makes it subject to multiple interpretation hypothesis and constantly being proposed over time;
5. recognize the elements which, in different historical, enter into relationship to the existence literary
6. know and use the methods and tools critical to the interpretation of literary works;
7. to grasp, through the knowledge of authors and texts most representative, the basic lines of the historical perspective in the Italian literary tradition.
skills and language skills. - The student will be able to:
8. perform oral discourse in the form grammatically correct prosodic effective and free of stereotypes;
9. face, as a reader and self-conscious texts of various kinds, using different reading techniques (exploratory, extensive studies) in relation to the different purposes for which it is stated;
10. produce written texts of different types, corresponding to different functions, has the appropriate composition techniques and knowledge to master even the formal register and specific languages;
11. able to objectify and describe the structures of language and linguistic phenomena, putting them in relation with cultural and historical processes of the Italian reality, with the other linguistic and cultural traditions and with the general aspects of modern civilization.
Content The content of the discipline are identified on two fronts - Literary and linguistic - distinguished only for clarity, as there is between them, in many phases of planning, a close connection.
A. SIDE LITERARY
object of literary study is the heritage of Italian literature, in the vision and knowledge that it provide us with scientific research and the latest critical debate.
are learning content knowledge of both the authors and works, is more general knowledge of the literary phenomenon in its historical form and critical activity that supports him.
1. Authors and works
The vastness of the Italian literary heritage and the diversity and breadth of objectives and knowledge related to the study of it require that you give order and dimension to content. Among these is essential to make choices, which must in any case meet criteria of importance and coherence and therefore require the construction of curricula.
This construction is entrusted to the teaching of programming, which finds room for freedom to organize the overall design, in determining preferences for themes and strands of literature out in detail and the individual authors and texts on which founded his own project.
In such a design must still find a place the fundamental texts of our literature, which constitute a patri monitor or console since the knowledge of which must be ensured in the new generations. In addition to these other texts by Italian and foreign, must be present to give consistency and development to the routes chosen.
For ages until the beginning of the twentieth century paths must include works - read significant parts where possible and in full - of Dante, Petrarch and Boccaccio, Machiavelli, Guicciardini, Ariosto, Tasso, Galileo, Goldoni, Alfieri, Parini , Foscolo, Leopardi, Manzoni, Carducci, Pascoli, D'Annunzio, Verga, Pirandello, Svevo.
The Divine Comedy, for its fundamental value in the Italian literary tradition, and its influence on the whole Western culture, it must be ensured a significant presence throughout the years. In the first year must have been completed the study of organic and a fair selection of songs, drawn from the entire work and be read in its entirety. The reading of the poem should be resumed and expanded in subsequent years within the programmed path. Overall should be read no less than twenty songs.
For the period after the start of the twentieth century, to which we must reserve equal attention, do not specify the names and lines in our literature, but should be taken into account, again through direct knowledge of the texts, expressions and other salient that they better document the deep various trends and innovative, in particular the search for new poetic lan-gi and new types of narrative and drama.
into all the activities of study is also the individual reading by the student, the whole works. To this end, the student will choose three books for each year a list, prepared by the teacher, that understanding of texts of fiction, poetry, drama, essays, in preference to modern authors, with significant presence of foreign ones.
2. Background knowledge and historical background
Contains reflections on literature knowledge of:
- the concepts of 'text', 'type of texts' and 'literary text';
- the "literary institutions' rhetorical procedures, forms and metrical traditions," genres "and formal codes;
- relations between the literary and the members-age centers of production and distribution, social circuits, modes of transmission and receipt;
- critical activity that supports the literary works and affects their luck poetic and aesthetic theory, critical essays and history (with its canons, its periodization and operational categories, such as the notions of "Humanism" 'Renaissance', 'Baroque Age, "" Enlightenment, "" Romance, "" realism, "etc.).
- The relationship between literature and other artistic manifes-ments: the visual arts, architecture, music, spectrum and in particular the passenger compartment, for more recent times, cinematographic and broadcasting.
Such knowledge is directly involved in the op-tting reading of the text or are essential elements to achieve the necessary shifts es-rience of reading historical paintings in total.
In order to steer into the matter and proceed to ensure a sufficiently homogeneous courses at national level, it requires that the general layout of the course reflects the following scans the whole time, in line with the joint courses in other disciplines (history, philosophy, art): Third Year
from its origins at the end of the sixteenth century;
Fourth Year
the end of the sixteenth national unification;
Fifth Year
national unification today .
B. SIDE LANGUAGE
The development of skills and knowledge of languages \u200b\u200bis its contents are the following, which are connected with the study and with the whole issue proposed by the discipline
- the practice oral presentation in ways that rag- reach a good level of organic, owned and run ettezza is not accustomed to formal ee synthetic ta, is a reasoned analysis;
- organized and extended the practice of reading, to be exercised in its various forms, is widely and literary texts and comment on them, and on other texts that are involved in the project of courses of study:
- the practice of writing, to be exercised in various forms, which get used to prepare texts of different function and on issues of different nature and can be illustrated thus:
- schematic for points and in the form concise, highlighting the structure of arguments, speeches, theses, drawn from written and oral texts;
- summaries, within defined spaces, and of individual texts synthesis of data and concepts from several texts, with proper citations and references to sources;
- comments on texts that include explanatory notes on time (linguistic, formal content), lines of interpretation and critical reviews;
- compositions that develop arguments on the subject since according to certain functions (to inform the king, demonstrate, persuade, etc.). and according to set rules of composition or in-house;
- creative elaborations on the basis of personal experiences and knowledge related to the literary models studied;
- Analysis structures, especially syntactic and semantic, of the Italian language, found in the texts and use (common and specialized) and also observed by com-preparations with other languages, including dialects and, if pre-sent, the classical languages;
- the acquisition of essential data on the events lan-gauge versions
Italian made in relation to the cultural and historical facts, with particular attention to the "language issue", which is closely intertwined over the centuries to the problems of literature, and communication of contemporary society.
Directions
teaching in order to implement the teaching of the discipline are strongly calls into question the professionalism and the re-sponsibility of the teacher, who in the pro gra m-tion must carry out the project study of matter. On the literary side
, in view of the objectives and the constraints imposed on the contents, it is necessary to identify and follow the 'paths' of study. Compared with the practice, widespread, to follow the progress of the entire face of literary production according to a slow and rigid chronology descending gradually to engage on it reading the text, the policy-paths with this fact:
- to bring about a more direct approach to the texts;
- create more meaningful connections with other literatures and tips, foreign or classical, and other disciplines. Each path can
to focus for a moment particularly significant that a topic of study and reconnecting moments before and after putting in evi-dence aspects of continuity, fractures and times, often anticipating the knowledge of times closer to the reader.
The construction of the paths can be driven by the policy to follow developments in formal or thematic or historical-cultural. For information only if they give some examples.
A course of study will include the traditional forms of opera, and may put the Petrarca center and connect on the one hand and the troubadour lyric stilnovistica century Petrarch and other.
A path can be built on such thematic topos the journey into the underworld. In this case, the path may invest significantly, but not limited to, the Divine Comedy and correlate it to other texts of classical culture, biblical, medieval, with openings also au-tors of later times and combined with the iconographic expressions .
A historical-cultural path may affect the situation of Italian literature after World War II (50s and 60s). Will be considered literary texts Italian and foreign drama and poetry and they will be joined in the publishing world and evidence of mass communication, documentation relating to the cinema and the arts, and more generally to the situ-cultural action and social time.
The need for wider movement, as well as scans of the annual program, can be satisfied by courses of study development two years or three years.
The organization of the study courses must in any case allow:
- to make a concrete experience of the literary phenomenon, through direct knowledge of a wide va-darity of significant works, belonging to different genres and eras and the adequate reflection on the pro ble m-atic literature;
- send King to a comprehensive view of Italian literary traditions in the context of historical and cultural processes of our society, and in broad strokes, that of Europe.
It draws attention to the centrality of the operations of direct reading of the texts. For the texts on which they will do a reading anthology, choice, within the whole work, will need to invest textual units that allow to capture significant aspects of the work and system-related literary and cultural context.
For the linguistic side, we note that all activities related to the literary study and that this may well give continuous opportunities to exercise language skills of the Huns and to broaden their knowledge of the language, with observations on both ' use is on the historical dimension it. But this year, and this expansion of knowledge need to be conducted and followed up with instructions and specific actions to be taken into account in the planning.
The reading experiences carried out as part of this discipline, as must be accompanied and complemented by readings made in other fields, so-Titu still the main foundation for the formation of a stand-alone player and conscious, capable to reflect the shape of the text.
It is also essential that goal during the three-year period the student comes to master, as set out in the preceding paragraphs, the writing, which also is closely linked, as is known, other forms of language practice.
It should be noted that the typical "theme", consists of more wide-ranging, as indicated in the list of forms of production in writing, require any special instructions for its preparation and implementation and must always be reliable ancato and supplemented by other forms of training, more directly related to uses that the writing found in the study and work.
It also draws attention to the fact that the development of oral presentation skills requires specific training and that this practice should therefore not be confused with that of the 'Question' as a form of oral test and an opportunity for assessment of the pupil.
For more detailed information education, awareness of the project by the student can complement the exhibition and proactive part of the teacher (lecture) with more specific interventions, such as:
- training in proper work of analysis and interpretation;
- the group discussion with questions which encourage the comparison of interpretations;
- the laboratory through the Help tab.
traditional teaching tools (books or recommended for adoption) should be integrated with the proper use of the library and other (audiovisual, educational software) available to the school and, where necessary, a-za, with reproductions of original documents relating to specific stages of the study.
It will also facilitate the attendance of libraries, archives, museums and other places of research.
Please note the high educational value of learning poems by heart in order to give prominence to the original val-phonic and rhythmic text and to facilitate the appropriate bases-tion of their inner meaning.
The monitoring and evaluation of learning
Checks are made mainly through forms of speaking and writing.
are forms of oral exam:
- oral remarks to a given text, according to instructions on time and on appropriate language to be used;
- display topics, with characters of coherence and consistency, the program carried out on subjects;
- the interview to ensure the overall mastery of the subject and the ability to orient themselves in it;
- Question to get precise answers on data knowledge.
are forms of written examination:
- the summary within the parameters of space and time;
- test of knowledge and understanding with open and closed responses;
- commentary on a given text, according to instructions on the space to occupy and appropriate language;
- the essay that develops arguments with consistency and completeness.
The assessment should take into account the following elements:
- knowledge of the data;
- understanding of the text;
- the ability to claim and processing personal
- the ability to move in the debate on the issues addressed;
- the ability to grasp the essential elements of a reading done, or exposure;
- the ability to control its own linguistic form of speaking and writing.
Program Exhibit of Italian
The presence of the teaching of Italian in the 'project area' for a proper collaboration interdisciplinary, can contribute significantly in the study of topics of general interest, primarily related problems:
1. types of cultures (the ratio between 'complex civilization "and" civilization uniform');
2. symbolization of thought and language of specialization.
For the first type of problems may involve disciplines such as history, law, economics, science, to address the central theme of the progressive development of the organization of different societies as they were formed following specifics:
- written culture Type alphabetical
- written literature;
- the first form mass communication: print;
- the written law and the organization of the economy;
- the scientific debate on the basis of written discourse and coded language;
- the accumulation of each form of knowledge, including the historical memory not out of pure oral tradition.
For the second type of problems may involve particular disciplines, mathematics, science, legal and information technology to address the central theme of the 'definition of thought "through the form which gives the language. The study activities may include, beyond some theoretical features, mainly in the analysis types of speech (and text), which highlights:
- the differences between historical and natural language and formal languages;
- the use of different historical-natural language (here the Italian language) in different types of text , from the pure scientific than legal, to the town proper and the literary (especially poetic).
