MODERN HISTORY 3

Art and "Patria". The invention of national identities in the Europe of the long nineteenth century.

The course is located at the third year of the "political-international" curriculum of the LCSL CdS and aims to provide a further critical analysis step in the historical and cultural-historical subjects for the students of the course: for relevance of the themes and for the interdisciplinary character, the course can however be attended as a free choice exam by students of other path (in particular of the Literary-Cultural) - it asks in any case, as a necessary premise, to pass an exam mod. 1 of Modern History or Contemporary History (I year exam)

Knowledge and understanding:
• knowledge of the methods of analysis of the specific areas of historiographical research in the languages ​​of study in relation to the different types of sources (of political-institutional history, religious, social and culture, historical mentality, cultural systems, literary history, artistic and performative);
• long-term knowledge and framing of origins and dynamics of the development of the European social imaginary, from the ancien régime and the Age of Revolutions (cultures, religious, political, economic institutions) up to modern parliamentary democracies;
Ability to apply knowledge and understanding:
• ability to articulate a coherent historical framework of the events that are at the origin of the processes of secularization of thought and of today's arrival in the modernity of the individual and of rights;
• ability to recognize the different types of historiographical research in relation to the kind of historical sources used, with the conscious use of the historiographical categories;
• ability to autonomously initiate investigations on specific cases related to the thesis topic.

The course is structured on the learning needs of students of the curriculum "political-international", but can be attended (as a test of free choice) from all students of the LCSL C.o.S.

Art and "Patria". The invention of national identities in the Europe of the long nineteenth century.

In nineteenth-century Europe the idea of ​​Nation, "imaginary community", took root in the consciences of vast masses essentially through literature, visual arts, melodrama, theater. The great forms of social communication helped to forge a certain idea of ​​Patria, a model of belonging and participation, through the invention of a collective heritage (of heroes and founding fathers, a common language and history, monuments, traditions) ; the re-enactment in a patriotic key of myths and exemplary figures of a remote past.
It is, in truth, the most classical of the existing models of "political" use of history.
The course aims to analyze the ways and forms through which, in the long European nineteenth century and beyond, literatures, theater, music and visual arts contributed to shaping national identities, thus retracing the origins of modern political cultures of mass.

for attending students:

* 1) lecture notes and 2) some readings that will be indicated at the beginning of the course.

for NON attending students:
* 1) the book RAPPORT, M., 1848. L’anno della rivoluzione, Roma-Bari, Laterza, 2011 (e successive ed.) [*ed. or: 1848. Year of Revolution, London, Little&Brown, 2008]; cui aggiungere: 2) one book at own choice from list A, and 3) one book at own choice from list B:

LIST A

* DE FRANCESCO, A., La guerre de deux cent ans, Paris, Perrin, 2018 [*trad. it: Tutti i volti di Marianna. Una storia delle storie della Rivoluzione francese, Roma, Donzelli, 2019]
* FULCHER, J., Le Grand Opéra en France: un art politique (1820-1870), Paris, Belin, 1987
* GALANTE GARRONE, A., I radicali in Italia (1849-1925), Milano, Garzanti, 1973
* NORD, Ph., The Republican Moment. Struggles for Democracy in Nineteenth-Century France, Cambridge (Mass.), Harvard University Press, 1995 [*trad. fr.: Le moment républicain. Combats pour la démocratie dans la France du XIXe siècle, Paris, Colin, 2013]
* RAYMOND, R., L’anticlericalisme en France. De 1815 à nos jours, Paris, Fayard, 1976 (e successive ed.)
* RYALL, L., Garibaldi: Invention of a Hero, New Haven-London, Yale University Press, 2007 [*trad. It.: Garibaldi. L’invenzione di un eroe, Roma-Bari, Laterza, 2007]
* THIESSE, A.-M., La fabrique de l’écrivain national. Entre littérature et politique, Paris, Gallimard, 2019


LIST B

* ARISI ROTA, A., 1869: Il Risorgimento alla deriva. Affari e politica nel caso Lobbia, Bologna, il Mulino, 2015
* Patria mia. Scritture private nell’Italia unita, a cura di M. Baioni, Bologna, il Mulino, 2011
* BANTI, A. M., La nazione del Risorgimento. Parentela, santità e onore alle origini dell’Italia unita, Torino, Einaudi, 2000 (e successive ed.)
* BUCCIANTINI, M. Campo dei Fiori. Storia di un monumento maledetto, Torino, Einaudi, 2015
* CLARK, K., The Gothic Revival, London, Murray, 1962 [*trad. It: Il Revival gotico. Un capitolo di storia del gusto, Torino, Einaudi, 1970]
* IRACE, E., Itale glorie, Bologna, Il Mulino, 2003
* LUZZATTO, S., Ombre rosse. Il romanzo della Rivoluzione francese nell’Ottocento, Bologna, il Mulino, 2004
* MAINARDI, P., Art and Politics of the Second Empire: The Universal Exposition of 1855 and 1867, New Haven-London, Yale University Press, 1987
* MOSSE, G. L., La nazionalizzazione delle masse. Simbolismo politico e movimenti di massa in Germania (1815-1933) (trad. it.), Bologna, Il Mulino, 2004

The oral exam, with an average duration of about 20 minutes, will focus on at least two topics covered during the lessons and aims at a cross-examination of the student's preparation and of his ability to show and coordinate the topics covered by the course. ability to link different topics.

During the oral examination the student must demonstrate:
a) to know how to articulate a coherent historical framework of events and debates that are at the origin of the birth and development of the idea of ​​nation in Europe and in our "Risorgimento" up to the affirmation of nationalist thought;
b) ability to recognize the different types of historiographical research in relation to the different historical, artistic, musical and literary sources examined, therefore
c) to be able to adequately comment on the complex of historical sources (visual, sound and written) analyzed in class,
d) to show a conscious use of the historiographical categories used during the lessons;
e) the ability to independently initiate in-depth studies and reflections on specific cases related to the topic of the course.

15 frontal lessons, with iconology and multimedial

Students attending will be required to print and bring to class a hard copy of the text to be read during the lessons, downloadable in pdf from the Moodle section in this webpage.

oral

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