Sicilian Mosaic Course Code: MCAS MSCI 300 Subject: Mediterranean Studies / Italian Studies Credits: 3 Semester/Term: ☐X Spring ☐X Fall ☐Summer

Instructor (s): Dr. Susi Kimbell Email: [email protected] Course Title: Sicilian Mosaic Course Code: MCAS MSCI 300 Subject: Mediterranean Studies / Italian Studies Credits: 3 Semester/Term: ☐X Spring ☐X Fall ☐Summer

Course The Sicilian Mosaic course aims to provide students with a deeper Description: understanding of the culture they must engage with during their experience in Sicily. The course explores social, historical, artistic and religious themes present within contemporary Sicilian society. It focuses on the complexities of life and culture in Sicily, through changing populations and identities, and on organizing modern life around an ever-present past. Through lectures, class-discussions, fieldtrips and research, students study Sicily’s culture and their reactions to it. Through interaction with the local community and discussion about the students’ experiences of that community, and the de-cyphering of the unwritten language of gesture and social behavior, the course aims to break down stereotypes and enhance inter-cultural awareness. Course Required Text Requirements: There is no set text. Articles and readings will be posted on Blackboard.

Additional Readings Additional readings may be assigned by the instructor and made available in digital version.

Tests and Papers Mid-term Paper, Final Presentation and Paper.

Sicily Portfolio All the coursework, including the mid-term and final papers, goes into a Sicily portfolio that will enable the student to assess the experiences and observations of life in Sicily during the semester. It will consists of: - Two reports on historical/social/religious/cultural themes within Sicilian society - Mid-term paper – reflection on the field study - Two interviews to engage with local people - Final PPT presentation - Final reflection paper

Assignments Course Requirements Percentages

1. Two reports (15%+15%) 30%

2. Mid-term Paper 20% 3. Two interviews (5%+5%) 10% 4. PPT Presentation 10% 5. Final Reflection Paper 20% 6. Participation 10% Total 100%

Assessment Components Sicily Portfolio a) Two reports on historical/social/religious/cultural themes within Sicilian society will demonstrate the student’s understanding of these aspects encountered in contemporary Sicily. They should illustrate what the student has learnt but also how he/she has reacted to that aspect and how/if their perception of their own history/society/religion/culture has changed. Students willchoose two from the following options for the 2-3-page reports, due in weeks 4 and 9: - Discuss a Classical myth set in Sicily, considering how it relates to the territory and what its deeper concerns are. - Choose a Sicilian saint, discuss the life, legends, importance and cult of that saint as practised today - Write a site-report about a Sicilian city, monument, work of art, nature reserve that you have visited. - Discuss a novel / short story / film written by a Sicilian author or set in Sicily that you have read /seen. - What have you learnt about the attitude of the Sicilians to sport? - Discuss Sicilian attitudes to food and describe what you think is the most representative local dish b) Mid-term Paper: reflection on the Western Sicily field study / Aeolian Islands field study. The student will reflect on how he/she has engaged with a new culture, what has been learnt, how preconceptions/prejudices have beenchanged or reinforced. c) Interviews: Two interviews will test the student’s capacity to engage with local people. Questions about the Sicilian’s perception of themselves and their culture should be asked (e.g. attitudes to family and women, faith,

social issues, etc.). d) PPT Presentation on a topic relevant to the course will be chosen by the student and will be presented as a ppt presentation in class. The topic should be agreed with the instructor by week 12 and it will be presented during last week. The topic should not repeat what the student have already presented in the short reports. e) Final reflection paper; the student is asked to consider the whole semester experience; what has been learnt, how perceptions have changed f) Students’ participation will be assessed based on the analytical quality of the comments and questions they contribute to the class, their engagement with reading assignments and lecture information and their willingness to share these with the group.

Learning On completion of the course, students should be able to: Outcomes and/or Expected Student Learning Outcomes Competencies: 1. Demonstrate understanding of the local culture by written reports and PPT presentation. These should show how students have engaged with the past and present of Sicilian culture and show their understanding of a variety of themes discussed during the semester. 2. Show an understanding of how Sicily relates to the wider Italian, Mediterranean and European contexts. 3. Discussaspects of Sicilian culture that they have reacted to, and describe analytically if/how this has colored their view of their own culture or society.

Course Outline: Session Topic Session 1 Lesson 1 - Introduction to the course – stereotypes, preconceptions. Cipolla, G. Siciliana, What makes a Sicilian? p. 13, Legas 2005 Retzleff, G. The British Discovery of Greek Sicily, Western Greeks and Liberty, Man and Nature, vol 8. 1989, p.119 - 128 Re-Inventing Sicily in Italian American Writing and Film, Fred Gardaphé, MELUS, Vol. 28, No. 3, Italian American Literature (Autumn, 2003), pp. 55-71, The Society for the Study of the Multi-Ethnic Literature of the United States (MELUS) Lesson 2 – on site visit Ortigia – topography and social identity Session 2 Lesson 3 - Contemporary Sicily: an overview

Lesson 4 –Greek culture in Sicily: myths and legends Privitera, J.F., Sicily , an illustrated history, pp. 3-8, 15-20, 21-24 C. Voza, A Guide to Syracuse, a brief history pp. 9-21, p 53 The Temple of Apollo, p.117-128 the Cathedral pp. 188, 219, Siracusa 2004 Cipolla, G. Siciliana, Sicily and Greece, p. 39, Legas 2005. Session 3 Lesson 5 - Saints and martyrs; Religious customs in Sicily Privitera, The Sicilians, The Church p. 119, Legas 2001. Lesson 6 – on-site – Siracusa, Cathedral: history of the city as told by the architecture of the building, religious traditions and modern rites Voza, C. A guide to Syracuse, pp. 181-185, Siracusa 2004 Session 4 Lesson 7: Medieval Sicily – Muslim Arabs and Normans knights Hattstein, M. Delius, P. (ed) Islam, Art and Architecture, Konemann, 2004, p. 34 Art and Culture in the Islamic world p. 158 Fatamid influences in Sicily and Southern Italy Norwich, J.J. The Middle Sea, p.72 – 86. PALERMO Lesson 8: on –site: tour of medieval historic buildings that show fusion of Muslim and Christian traditions – Palazzo deiNormanni, Cappella Palatina churches Capuchin Catacombs as example of Sicilian attitudes to death. Tour of historic centre with Addiopizzo – anti- racket association 1st report due Session 5 Lesson 9: Norman Sicily: Hearder, H. Italy, a short history, Cambridge University Press, Cambridge 2005 p. 66 The High Middle Ages, Sicily under the Normans and Frederick II. Norwich, J.J. The Middle Sea, p. 98 – 111 Lesson 10: on –site: Catacombs . The early Christian Catacombs of Siracusa are given a new lease of life after the Norman conquest of Sicily in the 11th cent. Session 6 Lesson 11: Frederick II and Sicilian Dialect Antonio Marongiu, A Model State in the Middle Ages: The Norman and Swabian Kingdom of Sicily, in Comparative Studies in Society and History, Vol. 6, No. 3 (Apr., 1964), pp. 307-320 (JSTOR) Abulafia,D. Frederick II, a medieval emperor, Pimlico London 2002 p.251, Culture at court O’Shea, Sea of Faith, p.238- 40 Norwich, J.J. The Middle Sea, p.chap.IX

Lesson 12: on-site CastelloManiace – 13th century castle in Ortigia, symbol of Imperial power and territorial control. Voza, C. A guide to Syracuse, pp. 121, 148 Session 7 Lesson 13: Contemporary Sicily: Language and gesture, Sicilian/Italian education system, the use of Sicilian in modern Sicily Cipolla, G. Siciliana, Is Sicilian a Language or a Dialect?, p. 99 Differences in achievement not in intelligence in the north and south of Italy: Comments on Lynn (2010a,2010b), AntonellaD'Amico, Maurizio Cardacia, SantoDiNuovo, JackA.Naglierica in Learning and Individual Differences 22 (2012)128–132. Lesson 14: On-site class – visit to local Italian school Mid-term paper due Semester break Session 8 Lesson 15: Sicilian Vespers and movements for independence Privitera, J.F., Sicily, an illustrated history, pp. 67 Italy: The Resurgence of Regionalism: Enzo Mingione, International Affairs (Royal Institute of International Affairs 1944-), Vol. 69, No. 2(Apr., 1993), pp. 305-318, Wiley on behalf of the Royal Institute of International Affairs Lesson 16: on site: La Giudecca, former Jewish quarter of Syracuse. Visit to the only surviving Mikweh in Sicily to see traces of the Jewish presence in Ortigia Session 9 Lesson 17: On-site visit TeatrodeiPupi – Sicilian popular traditions, The Puppet Theatre of Sicily, Elizabeth R. Jacobs, Educational Theatre Journal, Vol. 6, No. 1 (Mar., 1954), pp. 12-14, The Johns Hopkins University Press. Lesson 18: Spanish Sicily; Jews in Sicily Cipolla, G. Siciliana, The Jews in Sicily, p. 81. Privitera, J.F., Sicily, an illustrated history, pp. 109-119. 2ndreport due Session 10 Lesson 19: 19th-20th century Sicily – medieval society in a modern world. Family and other relationships. Lesson 20: CavalleriaRusticana - Rural Sicily, Masserie, social hierarchies and mores Privitera, The Sicilians, The Family, p.115 The Southern Italian family revisited, Leonard W. Moss, Wayne State University

Session 11 Lesson 21: Mafia, past and present: Schneider, J., Schneider P. Reversible Destiny, p22, UCP 2003 Lesson 22:1693 destruction and reconstruction. Modern Sicilian attitudes to natural disasters – Messina, GibellinaVoza, C. A guide to Syracuse, pp. 70, 82, 112, 121,128, 142, An Account of the Earthquakes in Sicilia, on the Ninth and Eleuenth of January, 1692/3,Translated from an Italian Letter Wrote from Sicily by the Noble VincentiusBonajutus, and Communicated to the Royal Society by the Learned Marcellus Malpighius, Physician to His Present Holiness, Author(s): VincentiusBonajutus and Marcellus Malpighius, in Philosophical Transactions (1683-1775), Vol. 18 (1694), pp. 2-10, The Royal Society Session 12 Lesson 23: Museo Bellomo – how local art reflects beliefs, wealth and society in which it was produced Lesson 24: Seasonal Festivals, Rituals, TraditionsObservations on "The Day of the Dead" in Catania, Sicily, Leonard W. Moss The Journal of American Folklore, Vol. 76, No. 300 (Apr. - Jun., 1963), pp. 134-135, American Folklore SocietyInterviews due Session 13 Lesson 25: What future for Sicily? Privitera, The Sicilians, Quo Vadis Sicilia?, p. 170. Course review. Lesson 26: Class debate: Sicily is a ‘trampled paradise’? Session 14 Lesson 27- 28: Final Examination – ppt presentation and reflection paper Field study: Western Sicily field study / Aeolian Islands field study

Other Policies: Expectations Professional behavior is expected of all students. This includes preparation for classes, on-time attendance at classes, attendance at all group sessions and appropriate participation in the form of attentiveness and contributions to the course. Respect for the academic process is the major guiding principle for professional behavior and extends to all communications, including e-mail.

Attendance/Participation Prompt attendance, full preparation, and active participation in class discussions are expected from every student in every class session.

Course Policies For e-mail communications, students must use their Arcadia University e-

mail account. Students are responsible for any information provided by e- mail or through Intranet postings.

Plagiarism Representation of another’s work or ideas as one’s own in academic submissions is plagiarism, and is cause for disciplinary action. Cheating is actual or attempted use of resources not authorized by the instructor(s) for academic submissions. Students caught cheating in this course will receive a failing grade. Fabrication is the falsification or creation of data, research or resources to support academic submissions, and cause for disciplinary action.

Late or Missed Assignments Will not be accepted for grading.

Students with Disabilities Persons with documented disabilities requiring accommodations to meet the expectations of this course should disclose this information while enrolling into the program, and before leaving the United States so that appropriate arrangements can be made. Prerequisites: None. Country and The Sicilian Mosaic course offers an overview of aspects of contemporary life Program in Sicily, tracing their roots back through Sicily’s varied and fascinating past. Connection: Students are encouraged to think analytically about what they are experiencing through comparison with their home culture. They are asked to think about what is different and above all, why it is different. They are asked to challenge their preconceptions about Sicily, Italy and its inhabitants and to reflect on how the island’s past has conditioned its present and to what extent it will condition the future. The course is specifically designed to make students reflect on the local Sicilian culture and how this fits into the wider Mediterranean and European framework. It makes frequent use of local historic sites and monuments to illustrate Sicily’s past and exploits the school’s location in the heart of the historic center to build connections into the community and experience the reality of daily life on the island. The field-studies to Western Sicily/Aeolian Islands permit students consider the notable local differences between east and west, north and south within Sicily itself, and help them to see how different parts of the island have their own local identity because of historical and geographical factors.