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Muzyka jak Ocean. Novecento Alessandra Baricco w kontekście porównawczym

100%
Zarych E.
Acta Universitatis Lodziensis. Folia Litteraria Polonica
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2012
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vol. 16
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issue 2
43-53
EN
Elżbieta Zarych presented the Italian writer and musicologist’s famous monologue in the context of his other literary and theoretical books, literary and musical works that served as his inspiration, as well as, contemporary pieces which deal with the same topic. The author of the dissertation, while considering the music and melody of Baricco, focused on pieces that possess the two principal topics: ‘music’ and ‘sea.’ Baricco wrote ‘the sea is the music’ and in the monologue Novecento they both are connected in the highest form. The author presented the conception of Baricco who, in order to avoid classifying his work into literary genres, wrote just ‘stories’ while connecting the literature, the music and the painting into the ‘white music of a story’. She also presented Barrico’s concept of real and ideal music in the context of his multi-level plot and the Novecento composition. Furthermore, the author analyzed the jazz quintet accompaniment composition for the Novecento monologue written for the Italian actor Eugenio Allegri, as well as, explored the realized and unrealized ideas during the composition’s creation process. She at-tempted to characterize the imagination of Baricco who, using his musical knowledge, tries to concretize the plot of Novecento; the metaphors: ‘life is a navigation’, ‘a sea is a music’, and ‘a story is a music and a sea’, as well as, describe the life of an ideal and genial musician Danny Boodmann T. D. For Lemon Novecento, life is music and music interprets reality. The author showed that for Baricco too, music is something real and normal, and for this reason in Novecento he tells the story of real music – jazz, played in real time on a real traveling ship.
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L’insegnamento dell’italiano nella scuola secondaria in Italia

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Di Febo M., Barillari S. M.
Italica Wratislaviensia
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2013
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issue 4
117-126
EN
The paper focuses on the centralization of the Literary Texts in teaching Italian language. During the last thirty years, the Italian Undergraduate School has adopted methods to teach Italian, based on the distinction between Language and Literature, reshaping the role of Literary Texts or decreasing the lecture and analysis of Literary Texts in teaching Italian language. It’s out of doubt that the different modern languages theories have conditioned the methodologies of the language acquisition and the discussion of the theoretical model isn’t our aim. We would like to suggest that a literary text is a basic medium to learn a language, provided that the literary survey considers complete elements: cultural, historical, linguistics, rhetorical. The Romance Philology can give an essential contribution to renovate Literary studies in teaching Italian Language in the Italian Undergraduate school.
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