PLANS STUDY OF SECONDARY SCHOOL
THREE-YEAR PROGRAMS OF HIGHER
The Commission's proposals Pitcher
LATINO
Purpose
teaching of language and Latin literature promotes and develops:
1. an extension of the historical horizon, as they show the European civilization to its linguistic and cultural foundations;
2. awareness of the substantial unity of European civilization which, despite the diversity of national cultures, has always maintained a close link with the ancient world, now in terms of continuity, now the opposition, now of reinterpretation;
3. awareness of the historical role of the Latin language which survived the Roman civilization, taking on the role of language for centuries of culture throughout Europe;
4. direct access to literature and texts, placed both in a tradition of literary forms, or in a broader historical and cultural context;
5. the ability to analyze the language and interpretation of written texts, even to grasp the originality and value the historical and literary, as well as the specific traits of personality of the author;
6. awareness of the presence of forms and genres in modern literature and their processing;
7. capacity building exegetical and translation skills and habits and then to make comparisons between different cultural and linguistic patterns. During the recoding in Italian are also enhanced the ability of organization of language and stylistic elaboration;
8. capacity building of abstraction and reflection, developing, in the continuity of translation teaching skills in basic mental function preparatory to higher education in various fields including science and technology.
Learning Objectives
At the end of this period, the student must demonstrate that es-must be able to:
1. interpret and translate Latin texts:
1.1. recognize syntactic structures, morphological and lexical-semantic;
1.2. recognize the type of texts, re-toric structures and greater use of metrics;
1.3. justify the translation done as a result of exegetical research, as a choice between different assumptions in relation to the expressive and stylistic possibilities of the Italian language;
2. recognize the linguistic system in key Latin synchronic and understanding of the relationship between formalization and the use of concrete language;
3. take a diachronic perspective the major changes from Latin to Romance;
4. give the text a historical context:
4.1. grasp some essential links with the culture and contemporary literature;
4.2. recognize the different types of communication in prose and poetry;
4.3. identify the different literary genres, traditions and models of style, topoi;
5. identify the salient features of Latin literature and place texts and authors in the general plot of literary history;
6. set, together with problems of historical understanding, issues of aesthetic evaluation;
7. recognize the relationship of the Latin world with modern culture:
7.1. Identify the elements of continuity and otherness in literary forms;
7. 2. identify the contributions of thought, of mental categories and language training for European culture.
Contents 1. Language Proficiency
1. 1. Study of language as a system, both through the concrete analysis of texts, and through moments of systematic reflection;
1.2. elements of linguistic diachrony with moments of discussion and reflection in organic light of developments in the Romance languages \u200b\u200bof Latin and other modern languages;
1. 3. types of communication and style through the analysis of texts (variety of text types, rhetorical aspects, use of language, etc.).
1.4. author's translation of songs, both in context and not in context, with reflection on the implementation of a linguistic system to another.
2. Literary history and classical
Third Year
From origins to the Republican. Cicero Lucretius
An author or authors chosen anthology of archaic and republican age (eg Plautus, Terence, Catullus, Caesar, Sallust, etc.)..
Fourth Year
from the Augustan period of Trajan. Virgil
Livio Orazio
An author or authors of a retrospective selection of the Augustan and Trajan (such as elegy, Ovid, scientific prose writers, grammarians, authors of law, etc.)..
Fifth Year
By the age of the Antonines with nods to the late Latin and medieval Latin literature even in the presence of classical studies in the history of modern civilization. Seneca
Tacitus
Choice anthology of late ancient Christian and pagan authors.
anthology of writers of the late imperial and medieval Latin and the humanities.
-reading during the three years of critical essays.
Note.
The study of literature should be accompanied by extensive reading anthologies in translation or the text in front.
Brief Abstract
teaching Latin, such as school discipline, can not ignore its epistemological status of historical science, which combines the ancient world, especially through the channel of language, if you add that that world has given us their best through literature (even understood in the broadest sense), we understand the importance that the school should have the tool next to its object of study, that the culture and Roman civilization. In this framework, the alt King have as auxiliary sciences of antiquity and as such are not the direct object of learning but must be held by the teacher, that can be used depending on the situation to motivate, to contextualize and enrich teaching. The first three years of Latin not only recom-rope with other materials such as Italian, greek, history, foreign languages, art history, but also with previous degrees, the first of which (the school) as planned in 1979 should have suggested an initial idea of \u200b\u200bthe Latin origins of Italian and the second (two years) should have systematized and consolidated this knowledge through the systematic presentation of the synchronic and ancient language: the three-year complete with literature knowledge of the Latin world and set it follows the development (not only linguistic) to the Romance languages.
This entails the need to know the Italian program of the school and program of the Latin of the first two years of secondary education.
language study must be previously set the standard for entry of students, taking as an indispensable reference to objectives 1, 1-2, 5-6 and 2.1 of the programs of the two-year olds. Since the language can be organized in different ways-yes, it is appropriate to establish the grammatical system operated in two years and making the depth within them, and do not upset plans logic (except for that force to work from different forms of conciliation).
diachrony, language use, types of discourse and literary texts should preferably be observed, with an occasional but respond to the programming guidelines in order to facilitate the gradual construction of lines of organic development.
should bear in mind the perspectives opened up by linguistic theory and reflection on modern languages, especially in the field of translation studies.
The translation from Latin to Italian
Although the translation necessarily entails the translation into another language system, there are translation exercises in which attention is directed predominantly to the analysis and understanding of grammatical structures and language of facts already acquired and to discover new aspects deductible from the complex details of the song. The translation can be accompanied by notes justifying the choice of grammar, vocabulary and style.
Other exercises can be conducted on significant passages, properly contextualized. In these cases the correct recoding in Italian is not the end leading, but remains functional reading and can be complemented by a comment that shows the level of understanding and appreciation reached, such as a translation school can not express. These exercises also serve as an analysis sample of authors which are not will face continued reading. Other exercises are aimed primarily
yet to compare two languages \u200b\u200b(or states of language), each with its own status and autonomy. If the step is not in context, however, must have made sense, and then allow full coherence and cohesion and comprehensibility with internal references. The translation exercises not only enhance the carrying capacity but also the productive skills in Italian. Working on the translation also involves the teacher as well as their knowledge of current theories of translation, which can be tested (without making them subject to assessment) with the class that opportunity in space, cut inside the curriculum, identified as a laboratory of the translation. Special attention will be given here that the "grammar of the text, language and more specific sectoral themes-cally, to" register ", which is called the message in the LP (language) and must be restored in LA (target language), will offer the opportunity to conduct a discourse of language education specifically targeted to the translation of literature that presents similar problems is part of the classical languages \u200b\u200bto modern ones is: be built so the mentality of his translator.
Here also the comparison of appropriate translations of the same song copyright produced at different times in different languages \u200b\u200bor provide opportunity for reflection both on the phenomena of LP and LP compared with LA, as well as the same evolution of LA, but also the otherness of receipt of the text in ages, peoples, cultural substrates different.
Reading and text analysis
The choice and order of authors is intended to minimize the gap between the reading of the authors and the development of literary history. It favors a process of knowledge exchange between. On the one hand it benefits from storage otherwise mechanical works, other works and the study of languages \u200b\u200bmakes use of the historical and social life of the author. The identification of individual songs, however, is gradually taking account of the linguistic competence and ability to deal with the exegetical difficulties. It is appropriate to avoid excessive fragmentation, and then a large part of the same work. Although in some cases we must resort to authors of anthologies, you should choose the songs with consistent and significant issues and problems motivating or formal routes. The reading of ancient works may also be suitably connected with unsolved problems of current realities, but to avoid discounting ahistorical and superficial.
The centrality of the text
The linguistic analysis, especially in its use less common literary and historical contextualization and are based on reading and comment on, but if the context is necessary if it is legitimate to use the comment to open to wider issues of history, sociology and cultural anthropology, must not forget that the primary purpose reading is the identification of aspects and the original literary text and val of 'autonomous personality. The comment in this function can also open to problems of literary criticism, which gives the idea of \u200b\u200bdifferent methods of interpretation. The identification of literary values \u200b\u200bis less important in the case of texts whose use is devoted to the study of civilization. The analysis Text should be conducted so as to take account of different types and different functions.
is useful and sometimes necessary to read in translation, of Greek or Latin required for a full understanding of the historical and literary references. The reading of scientific papers of good value and friendly reception can serve as a stimulus and enrichment. It should also be hooked to read comments about the influence on the kinds of books and modern literature.
Literary History The study of literary history, while retaining a degree of autonomy compared to the reading of texts, however, is based essentially on the actual reading of works (original and in translation). It is appropriate to follow the discussion of individual authors and genres from news about their influence in modern culture. In planning the teacher must bear in mind the particular characteristics of each address, as they result from specific goals and objectives.
tools for effective teaching requires a bib-lioteca appropriate. The library is equipped with:
texts
comments
translations
essays
vocabularies
grammatical
encyclopedias classical repertoires.
The documentation must be available to be used when appropriate.
In connection with the work done in class are useful guided tours to museums and archaeological sites. It should also
the use of audio-visual, documentary and archaeological contributions of any relevant experimental results offered by new technologies.
The monitoring and evaluation
The verification tests should be divided into "diagnostic tests", which are designed to ensure the achievement of targets and tests for the periodical and final assessment and the allocation of voting for profit. We suggest the following types of tests:
- from the Latin version of a text in the manner described in the paragraph, possibly accompanied with explanatory notes;
- written reports, whether or not accompanied by oral presentation on issues arising from the reading of texts and the study of literary history;
- objective tests are intended to ensure the achievement of individual objectives;
- oral presentation and discussion.
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