DE CAESARE IN SCHOLIS LATINIS PROVECTIORIBUS DESTINATIS MODO ACTIVO PROPONENDO.
On the Active Use of Caesar in Latin Classes for Advanced Students. Methods for active teaching of the Latin language are usually considered to be best suited for the curriculum of beginners' classes. Such methods can, however, be used quite efficiently even when teaching advanced students either at...
| Publicado en: | Nordlit Vol. 33; pp. 297 - 310 |
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| Autor principal: | |
| Formato: | Artículo |
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Septentrio Academic Publishing
2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=117079180&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 117079180 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 08091668 788U jtl: Nordlit issn: 08091668 maglogo: N pubinfo: dt: 2014 vid: 33 pid: 77624 pub: Septentrio Academic Publishing artinfo: ui: 117079180 10.7557/13.3168 ppf: 297 ppct: 13 formats: tig: atl: DE CAESARE IN SCHOLIS LATINIS PROVECTIORIBUS DESTINATIS MODO ACTIVO PROPONENDO. aug: au: Minkova, Milena affil: Professor of Classics, University of Kentucky sug: keyword: AP (Advanced Placement) Caesar constructiones grammaticae dictatio fabellae scaenicae figurae rhetoricae imagines Latine describendae methodi activae scripta Latine enucleanda ab: On the Active Use of Caesar in Latin Classes for Advanced Students. Methods for active teaching of the Latin language are usually considered to be best suited for the curriculum of beginners' classes. Such methods can, however, be used quite efficiently even when teaching advanced students either at High School or University level. Nor does it seem to be necessary to restrict the active use of Latinity to simple conversations only or to avoid using the texts of the classic Roman authors, which students of Latin need to understand well. In short, there is nothing preventing students from becoming familiar with the rules of grammar by means of active exercises. Such familiary furnishes the student with shortcuts to a better understanding of the language itself. This may in turn lead to that very ability to read ancient texts which is, after all, the main object of Latin teaching. The present contribution deals with the use of active methods in the curriculum for Advanced Placement (AP) High School pupils who are taking courses that provide them with academic credits for university qualification in the USA. Examples are taken from Caesar's Commentarii de bello Gallico, a fundamental text in the AP curriculum as far as prose is concerned. The article deals first with how to explain a text in various ways by means of the Latin language alone, without having recourse to the vernacular. Asking questions, making paraphrases, adding titles, or providing a summary are all alternatives here. Furthermore, dictation is elucidated, and how it can offer a bridge to explaining the text in Latin; so is an active method to explain various grammatical constructions. There then follows the active treatment of grammatical as well as rhetorical figures. Finally, questions of how to compose dialogues, and even how to edit plays for the stage, are addressed. At the end of the essay, the author discusses how to combine textual work with exercises involving describing images in Latin. Quam saepissime rationes activae linguae Latinae docendae aptiores censentur quae in curriculo tironibus destinato locum habeant. At tales rationes efficacissime etiam apud provectiores sive in lyciis sive in curriculis universitariis usurpari possunt. Nec necesse esse videtur Latinitatem activam colloquiis simplicibus habendis circumscribere et ab ipsis scriptis auctorum Latinorum in quos discipuli provectiores incumbere solent abesse. Nam nihil impedit quominus exercitiis activis discipuli in compagis grammaticae familiaritatem deveniant, cuius quidem notitia vias breviores ipsius linguae intellegendae praebeat ideoque ad facilitatem textus legendi qui est tandem institutionis Latinae scopus principalis ducere possit. Tractatur hac in commentatione quomodo rationes activae in curriculo AP (Advanced Placement) quod in Civitatibus Foederatis Americae Septentrionalis credita academica universitaria discipulis in lyciis versantibus praebet adhibeantur. Exempla depromuntur ex Caesaris Commentariis de bello Gallico qui textus est principalis in curriculo AP quod ad prosam orationem pertinet. Primum agitur de textu variis rationibus Latine sine ullius linguae vernaculae adiumentis explanando quod fit sive per interrogata sive paraphrasibus sive titulo textui imponendo vel summario exarando. Dein sermo fit de dictatione eiusque explicatione Latina. Postea tractantur variae constructiones grammaticae Latine modo activo explanandae. Sequitur tractatio activa figurarum grammaticarum atque rhetoricarum. Tandem de dialogis componendis necnon de fabellis scaenicis conscribendis atque Latine edendis agitur. In calce ipsius textus tractatio cum imaginibus Latine describendis coniungitur. pubtype: Academic Journal doctype: Article src: R language: Latin refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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