SWEDISH LITERATURE 2 MOD. 1

Swedish Literature 2 (module 1) is offered at the second year of the BA-programme in Languages, Civilisation and the Science of Language (Lingue, Civiltà e Scienze del Linguaggio) to students who choose Swedish language as one of their two three-years languages and in particular to those who choose the Literatures and Culture curriculum. Swedish Literature 2 (module 1) is a “core educational” (type B) or an “interdisciplinary” (type C) activity, according to whether Swedish is chosen as first or second language.
Swedish literature 2 (module 1) is not included in the other two curricula offered in this BA-programme (Linguistics, Philology and Language Teaching Research; International Politics) but as a freely chosen subject it is recommended to all Swedish language students who wish to go deeper in Scandinavian Studies.
The course aims at giving a basic knowledge of the Swedish and Scandinavian literary and cultural heritage, providing the students with the right tools for the thematic and formal analysis of the literary text and developing their individual orienting and summarising skills, as well as their understanding of how this subject can relate to the aesthetic, social and existential issues of our time.

Knowledge and understanding:
Swedish Literature 2 (module 1) is an institutional introductory course as it offers an outline of Swedish and Scandinavian literary history from 1910 to the 2000s, with a monographic module on the leading Swedish and Scandinavian writers who contaminate and renew the literary genre of the novel in the twentieth century.
Application skills:
The aim of the course is to provide the students with the right tools for the literary-historical and social contextualisation of the leading authors and texts from 1910 to the 2000s.
Judgement skills:
The course is meant to develop the individual orienting and summarising ability with regards to the addressed subject, as well as the understanding of how this subject can relate to the aesthetic, social and existential issues of our time.
Communicative skills:
Students will be required to expose their knowledge of literary history and their considerations on the texts using the proper terminology during examinations as well as in class.
Learning skills:
Students are expected to have the appropriate skills to take notes and potentially to share them on line as well as to critically consult the reference bibliography.

The course is addressed to the students of the literary-cultural curriculum, who have already attended Swedish Literature 1 and are attending in parallel Swedish Literature 2, module 2. The course is open, as a free choice, also to the Swedish language students of the other curricula.
Skills in Swedish language will allow the more advanced students to approach the original texts.

Outline of Swedish and Scandinavian literary history from 1910 to the 2000s.
In-depth analysis on the leading Swedish and Scandinavian writers who contaminate and renew the literary genre of the novel in the twentieth century.

1) General part:
File pdf “Storia letteratura Nord2_2018-19”
All course-related contents uploaded on Moodle.

2) Studied works
Karen Blixen, La mia Africa, Feltrinelli, 1978.
Pär Lagerkvist, Barabba, Casini, 1951.
Tarjei Vesaas, Il castello di ghiaccio, Iperborea, 2017.
Stig Dagerman, I giochi della notte, Iperborea, 1996 or Il nostro bisogno di consolazione, Iperborea, 1991.
Tove Jansson, Il libro dell’estate, Iperborea, 1989 or Fair play, Iperborea, 2017.
Dag Solstad, Romanzo 11, Libro 18, Iperborea, 2017.
Per Olov Enquist, Il libro delle parabole, 2014 or Un’altra vita, Iperborea, 2010.

3) Critical studies
A selection from: Bruno Berni, Vedere la cicogna. Introduzione a Karen Blixen, Robin, 2004.
Sara Culeddu, “Barabbas by Pär Lagerkvist: from the novel to the play”, in North-West Passage. Yearly Review of the Centre for Northern Performing Arts Studies, 5, pp. 117-129.
Rakel Granaas , The body and nobody in Tarjei Vesaas’s The Ice-Palace, «Edda», 4, 2004, pp. 314-29.

Fulvio Ferrari, “Postfazione” a Stig Dagerman, Autunno tedesco, Iperborea, 2018.
Fulvio Ferrari, “Postfazione” a Stig Dagerman, Il nostro bisogno di consolazione, Iperborea, 1991.
Massimo Ciaravolo, “Postfazione” a Dag Solstad, Tentativo di descrivere l’impenetrabile, Iperborea 2007.
Massimiliano Bampi, “Visserligen sant men knappast sanning. The construction of autobiographical discourse in P.O. Enquist’s Ett annat liv”, in M. Ciaravolo, S. Culeddu, A. Meregalli, C. Storskog, Forms of Autobiographical Narration in Scandinavian Literature/Forme di narrazione autobiografica nelle letterature scandinave, Firenze University Press, 2015.

4) Optional studies or Additional studies for students who have not attended the course
Sara Culeddu, “Postfazione” in Tarjei Vesaas, Gli uccelli, Iperborea, 2017
Andrea Meregalli, Chiesa di ghiaccio e castello di ghiaccio. Architetture naturali e simboliche in Ibsen e Vesaas, Annali della Facoltà di Lettere e Filosofia dell’Università degli Studi di Milano, Vol. LXIII (Maggio-Agosto 2010), pp. 77-87.
Bruno Berni, “Narrare la distanza. Autobiografia e prospettiva nell’opera di Karen Blixen”, in M. Ciaravolo, S. Culeddu, A. Meregalli, C. Storskog, Forms of Autobiographical Narration in Scandinavian Literature/Forme di narrazione autobiografica nelle letterature scandinave, Firenze University Press, 2015.
Paola Canu, “The names in the life and works of Isak Dinesen/Karen Blixen”, M. Ciaravolo, S. Culeddu, A. Meregalli, C. Storskog, Forms of Autobiographical Narration in Scandinavian Literature/Forme di narrazione autobiografica nelle letterature scandinave, Firenze University Press, 2015.
Both novels by Stig Dagerman and Tove Jansson.

Students will sit an oral exam, in Italian, lasting approximately 20 minutes. The exam will focus on some of the works presented during the course, inserted in their historical, cultural and social context as well as in the poetics of their authors.
Students will have to show a thorough knowledge of the course topics, as well as the ability to present them in an appropriate form and to easily relate the specific texts to their context.
Students at an advanced level of Swedish language might be asked to translate, contextualize and analyse short passages from the original texts.
Non-attending students must complete the learning material with additional studies and come to office hours at least once before sitting the exam.

The course offers mainly frontal lectures, but with moments of voluntary participatory learning, as students may present in class one of the works included in the syllabus.
Though the course will be held in Italian, some texts will be presented in their original language (i.e. Swedish, Danish or Norwegian).

Italian

If you have any questions or need further explanations, please write to sara.culeddu@unive.it.
Booking office hours with the professor by email is highly recommended (a weekly timetable will be provided).
Student who cannot attend the course must contact the teacher in order to discuss supplementary learning material.

oral

This subject deals with topics related to the macro-area "Natural capital and environmental quality" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development