Philology, literatures and history of the ancient world

ANDREA LUZZI
ANDREA LUZZI

In consistency with the educational purposes of the whole teaching course, aim of the teaching unit is to give students knowledge and comprehension skills in the field of Medieval Greek Literature, that complete and/or reinforce those acquired in the first grade of studies. Moreover, it will make the students able to approach orginal themes in a research context, making more complex judgments, communicating knowledge and its process, and studying the subject in an independent and self-educational way. In particular, the course aims at: studying in depth some significant literary genres within the historical framework of Medieval Greek literature; acquiring a knowledge of the distinctive traits of the system of literary genres within their historical tradition; acquiring the skill to compare the Medieval Greek literary tradition with other traditions; deepening the knowledge of textual criticism by applying its principles to traditions other than the classical one.

Upon successful completion of the course, in accordance with the Dublin descriptors, students will be able:
- to possess knowledge and understanding of the methodological, critical, problematic, and applicative aspects of the discipline (descriptor 1);
- to develop the independent ability to relate what has been learned to other scientific disciplinary sectors, including historical, literary, artistic, cultural heritage, economic, political, historical-religious, and others (descriptor 2);
- to utilize the knowledge acquired, and the specific language learned for so-called "transversal skills." These skills encompass independent judgment and communication skills (descriptors 3-5).

Attendance at the module's classes requires a solid foundation in classical Greek.

A. Some preliminary lessons as a general introduction to the discipline, notably on the following topics:
I) periodization of Byzantine history and literature;
II) Greek language through the centuries;
III) pronunciation and main morphological, syntactic and lexical peculiarities of the medieval Greek.
B. The Epigrams of Christophoros Mitylenaios (11th century) as historical source (reading, translation and
historical-philological commentary of selected verses).

A. 1) A. Kambylis, Compendio della letteratura bizantina, in H.-G. Nesselrath, Introduzione alla filologia greca, Roma
2004, pp. 446-478;
2) N.G. Wilson, La filologia greca a Bisanzio, in H.-G. Nesselrath, Introduzione alla filologia greca, Roma 2004,
pp. 131-144;
3) C. Mango, La civiltà bizantina, Roma-Bari 1991, introduction and chapters I, IV-V-VI-VII, X-XI-XII.

B. Selected passages – reproduced in pdf – read, translated and commented in class from current critical edition
of the text in program: M. De Groote, Christophori Mitylenaii Versuum Variorum Collectio Cryptensis, Turnhout
2012 (Corpus Christianorum. Series Graeca, 74). The PDF handout can be downloaded from
the Google Classroom set up for this purpose.

Frontal/traditional teaching in the classroom with the support of MS PowerPoint slide projection.

It is strongly recommended that students attend class sessions.

Verification of the skills acquired in class and with the study at home regarding what is indicated in the program and in the learning outcomes. In particular: synthesis capacity, knowledge of the details and ability to translate from Greek are required. The assessment method consists of an oral exam at the end of the lessons, by mark expressed on a scale from a minimum of 18 (the threshold to pass the exam) to the maximum of 30 (cum laude). Marks below 18 will be equivalent to insufficient assessment of learning.

The examination will encompass the topics enumerated in the "Program" section, with an emphasis on the topics covered during attendance. To provide adequate support and supplementation for the course's subject, it is imperative that students possess a comprehensive understanding of the assigned textbooks (see the TEXTS section). Finally, students will be tasked with reading, contextualizing, and commenting on the passages—sources and literary texts—analyzed in class.

• Refer to the preceding sections