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Latinitas or Europa: from present to past, from past to present
Project topics and main thematic areas
Latin; History and traditions; Arts and archaeology; European literatures; Foreign languages; Ethics and Religions; Natural Sciences; Mathematics and Physics; Cultural heritage; European citizenship and regional identity.
3 years (2003/04; 2004/05; 2005/06)
The aim of this project is to study the many aspects that make the Latin culture one of the basic stones of the cultural identity of Europe, in order to determinate how Latinity is a common heritage for all the European countries, even thought not romanized. So, the studies will be led beginning from the following ambits:
- features of the presence of Rome in some areas of Europe, beginning from the traces that can be still seen in each country;
- spheres of the modern European culture that were influencede by the Roman heritage;
- definition of comparisons and relations between the conditions of Romanisation and the Roman heritage, in each country and between different countries;
- analysis of Latin authors and works that can be still relevant for us;
- remarks upon the trasmission of the Latin heritage to the young, so that they could have a conscious knowledge of it.
Working on the project should contribute to a deeper knowledge of the basis of cultural Europe and should support the meaning that current understanding amongst the European countries cannot be just a political action but a natural movement growing out of the roots of European citizenship.
2003/2004: Coordinating Institution: Liceo Majorana-Corner – Mirano (Italy); Partner institutions: IES Vicente Blasco Ibanez – Valencia (Spain); Lise Meitner Realgymnasium – Wien (Austria); Liceo Scientifico Morin – Mestre (Italy); Associated partners: Punto CLE Decima Regio – Treviso (Italy); Fondazione Cassamarca – Treviso (Italy). 2004/2005: Coordinating Institution: Liceo Majorana-Corner – Mirano (Italy); Partner institutions: IES Vicente Blasco Ibanez – Valencia (Spain); Lise Meitner Realgymnasium – Wien (Austria); Liceum Sefana Zeromskiega – Zawiercie (Poland); Gymnasium Mathiase Lercha Brno – Brno (Czech Republic); SOU Bratia Petar I Ivan Kanazirevi – Razlog (Bulgaria); Ecole Européenne Bruxelles I – Bruxelles (Belgium); Liceo Scientifico Morin – Mestre (Italy); Associated partners: Punto CLE Decima Regio – Treviso (Italy); Fondazione Cassamarca – Treviso (Italy); Arcadia – Archeologia Ambiente Didattica – Padova (Italy). 2005/06: All the partners involved in the school year 2004/05
1. These are the concrete aims of the project:
2. The project contents are determined by the history and the culture of the countries involved, and by the particular ways they will approach to Latinity.
- to develop the awareness that Latinity is a common heritage of the modern European culture;
- to get a deeper knowledge of one’s own country, and to compare it with other countries;
- to study modern authors and works that were influenced by the Latin culture;
- to discover the importance that Latin authors and works can be still have for us;
- to lead pupils and teachers to the comparison with other countries, in the respect of the mutual differences and in the search for common values;
- to improve the pupils’ knowledge in one of the European languages as foreign language;
- to increase the motivation to learning through innovative approaches;
- to improve the quality of learning through the introduction of the new technologies and the online education;
- to collect and produce materials that could be useful for other students and teachers.
The participation of Italy, that is the country of the coordinating institution, is based on the fact that Italy is the birthplace of Latinity, and the Roman heritage shaped deeply its regions, moulding them as we can still see. Moreover, in the late ancient times, the fall of the Roman empire, the Barbarian assertion and the growing of Christianity gave birth to authors and works that were basic for the transmission of the Latin heritage to the rising Europe. Finally, the Latin culture is a fundamental element of the Italian cultural history, from the very beginning to the modern era. So, the studies will be led the following ways:
- analysis of the presence of Rome in Northern Itay, beginning from the traces we can still see;
- analysis of the transition from the Late Roman Empire to the Middle Ages;
- analysis of Italian authors and works that were particularly influenced by the Latin culture, and of the Latin authors and works that particularly influenced the Italian culture;
- comparison of this research with the results achieved by the colleaugues in other schools.
The participation of Austria (the ancient Noricum) is based on the fact that in this country there are many Roman traces whose importance we intend to examine and to present in the project activities. Moreover, we intend to show how Latin is still alive in the language and texts of Natural Sciences, that are very important in our school; finally, it is possible for us to study the influence of Latin culture upon the modern jurisprudence, because our school is near the faculty of Law.
The participaiton of Spain is based on the fact that this country was romanized in ancient times, and gave a fundamental contribute to the Latin culture since the end of the 1th century BC. Moreover, Spain had a crucial role in the passing from the Roman Empire to the Middle Ages, because here the settlement of the Barbarians assumed particular characteristics, and gave birth to a systematic organization of the ancient culture, that was a basic stones for the forming of the new generations and of the new ruling classes of the rising european countries. Finally, also in Spain the Latin heritage , with the Arabian one, is a common root for the various aspects of the nowadays Spanish realities: the national Spanish language, that clearly shows the traces of the Latin origin, is one of the most important examples we could find.
The participation of the Czech Republic in the project is based on the simple fact that the traditions of Latin culture does not only have an extraordinary influence on the latinized countries, within the Czech cultural history we can trace such an influence in all the stages of its development. Mainly in the spheres of language and literature the literary beginnings here as well as in other countries in Europe are co-created by national authors who wrote in Latin, neverthelessLatin remains the important language of literature in the post-renessaince era, too, and it does not actually abandon the field of the scientific language before the 19th century. So, the studies will be led the following ways:
- finding out of the spheres of the Czech culture where the Latin culture can still be met (history, language, literature, fine arts, education, science)
- analysis of the most characteristic examples especially considering Latin itself and its status in the Czech cultural surroundings
- comparison of this research with the results achieved by the colleaugues in other schools.
The participation of Bulgaria is based on the fact that in this country there are Roman traces and we intend to examine them and to present in the project activities.The theme of the project is interesting and challenging for Bulgarian Institution. Despite the fact that Bulgarian language is a Slavonic language there is some Latin influence on our language. So , the studies will be in the following spheres:
- Tracing the Latin heritage mainly in our Bulgarian language.
- Finding out the spheres in the Bulgarian Culture where the Latin culture can be seen (History, Science, Law, Education)
- Analysing the most characteristic examples of Latin in our culture.
- Making a comparison of this research with the results achieved by the colleagues from other schools.
The participation of Poland is based on the fact that Latin has been a very important language in this country since the beginnings of the Polish nation. Although Poland was not romanized there are some traces in our history we would like to examine. Latin and the Latin culture have influenced our culture remarkably which can be especially seen in our language and literature through ages. So our studies will concentrate on such subjects:
- analysis and interpretation of some works by the Polish authors who remained under the influence of the Latin culture
- finding out the spheres in the Polish culture where the Latin culture can be met (history, education and fine arts).
- analysis of the influence of the Latin language upon the Polish language.
- tracing the connections of the philosophy of the Ancient Romans and the Polish culture.
- comparison of this research with the results achieved by the colleaugues in other schools.
The participation of Belgium is closely connected to the aim of the project. In fact, in this school we have six language sections: English, French, German, Italian, Danish and Spanish. As from next academic year 2004/2005, we will have two new language sections: Hungarian and Polish. The enlargement of the European community, together with our very positive experience with the Comenius Projet which we have coordinated during the last three years and which ends at the end of this school year, have lead us to consider participating in this project. Latin is taught in all our language sections. The project would provide our students, most of them expatriates, with the opportunity to make contact with teachers and students from other national systems, as well as gaining an idea of how Latin culture affected the culture of Europe as a whole. In addition, we would be able to contribute by offering the Anglophone countries’ points of view.
3. The final products will be:
- the Cd-Rom “Latinitas vel Europa”;
- the Convention on “Latinitas vel Europa”, in wich the partners will present the results of their work to teachers and pupils of other schools, and in wich the Cd “Latinitas...”will be presented;
- the abstracts publication of the Conference.
4. We intend to evaluate the progress of the project and its impact on the participant pupils and teachers as follows:
- the coordinating institute will report to the partners after each project meeting and at the end of each year of activity (final evaluating report);
- the coordinating institute will create an archive on CD-Rom of all the data that the school involved collected;
- the pupils involved will answer to a set of questions about the project content and organization.
5. We intend to disseminate the results of our project as follows:
- to spread single parts of the work on paper or on electronic form;
- to promote the final Conference on local media;
- to plan a specific section on the project in the web site of the coordinating institution.
6. Currently the participation to the project of pupils with special educational needs is not foreseen; howewer, the coordinating institution can accomodate disabled pupils and staff (in particular, blind ones); it provides for grants to the students that are disadvantaged for socio-economic reasons; it supports the partecipation of foreign students in their own classes.
7. Each school involved will contribute to the realization of the project in relation to its characteristics; the participation of many institutes clearly shows that Latinity is a unifying element of different school experiences. The cooperation between the partners will be carried out in the sistematic exchanges of information, in the object oriented cooperative networking, in the data and decision sharing. The coordinating institution will have the role of moderator and facilitator of the project activities.
8. The information and communication technologies will have a fundamental role in order to allow the contacts between the partners and the cooperative working; the communications will usually take place by e-mail and, if necessary, a virtual classroom will be created, so that conferencing, scheduling, personal messaging, document and link sharing are available for all the parners . Moreover, Internet will be used for the search for information, and for the dissemination of the news upon the project and of the produced materials. Finally, we will use the new technologies for the developing of the final products.
9. The pupils will be constantly involved in the plan; in fact, under the teacher’s guide they will produce the materials, they will discuss and confront them with the products of the other groups; therefore, they will provide for the planning of the end products and, in particular, they will give their contribution to the developing of the CD-Rom. When the activity will be ended, the pupils will reply to a set of questions about the project.
10. The project concerns topics that are part of the usual curriculum of the involved pupils, and it allows them to experiment new and motivating approaches to the thematic areas of the project.2003 / 2004
September 2003. Beginning of the activities; planning of the first project meeting.
October 2003. Project meeting in Mirano – Italy (22-25 October 2003). During this meeting the partners finally got to know; then, each work group planned its activities and specific tasks, and decided the language of the final products.
November 2003 – February 2004. Each work group began to carry out its tasks and shared with the other partners the first results of the activity.
March 2004. Project meeting in Valencia – Spain (21-24 March 2004). Each work group presented, confronted and excanged the data they collected in the first phase of the activity; then, the partners planned the following tasks of the work groups, and in particular the cooperative working.
April 2004 – July 2004. The work groups continued the activities as agreed.
2004 / 2005
September 2004. Planning of the meetings and of the activities for 2004/2005.
October 2004. Project meeting in Mirano – Italy (06-09 October 2004). The old and new partners could got to know, and each work group exponed, confronted and excanged the results of the activity; then, the partners planned the subsequent tasks of the work groups, in particular the cooperative working.
November 2004 – March 2005. The work groups continue the activities as agreed.
March 2005. Project meeting in Wien – Austria (10-13 April 2005).
June 2005 – July 2005. The work groups will continue the activities as agreed. The coordinating institution will create on CD-Rom the archive of all the data collected during the first year of activitiets.
April 2005 – July 2005. The work groups will continue the activities as agreed.
2005 / 2006
September - October 2005. Planning of the meetings and of the activities for 2005/2006.
November 2005 - Project meeting in Bruxelles – Belgium (16 - 19 November).
November 2005 – March 2006. The work groups will continue the activities as agreed.
March - April 2006 – first week. Last project meeting in Mirano – Italy (28 March - 02 April). Conference on “Latinitas vel Europa” (30 March - 01 April); presentation of the CD-Rom “Latinitas vel Europa”
May 2006 – July 2006. Abstracts publication of the Conference.The table of arguments that contains the general view of the subjects studied during the whole duration of the project, and that will be the mainframe of the final products, is the following:
LATIN TODAY
School. The estimation of the subject Latin in European school: general view, interviews and evaluation. The Orberg method for Latin teacher. The “Dies Latinitatis” in the Italian school. Use. Examples of existing Latin: conferences, competitions, translation of contemporary texts, official documents, etc.). Pronunciation. Reading of the same Latin texts by all the partners. Words. Creation of a little electronic comparative dictionary Latin-modern languages. Internet. Latin on the net: web sites in and about Latin language. Disability. Translating of Latin text into Braille. Cooking. Roman cooking for Wiener pupils! Romeguide. Tour of the Vatican’s garden in Latin. Theatre. Assistance to classical play performance and commentary; other theatrical uses of Latin texts. Theatre performance based on entries from “Orbis Pictus” of J.A. Comenius.
ROMAN LANDSCAPE
Italy. Caput Mundi: Roma aeterna urbs. Campania felix: Pompei, Ercolano, the Gulf of Naples. The Northern Italy: Aqueducts and ports in the Venetian landscape; The Via Annia from Padua to Aquileia; The Via Claudia Augusta from Altino to Feltre; The Via Iulia Augusta from Albenga to Nizza. Austria. The road of amber: (Bernsteinstrasse) from Aquileia to Carnuntum trough Hungary. The Limes Romanus: Vindobona, Carnuntum, other villages like Lauriacum, Ovilava, Favianis, Comagenis; The Noricum: Virumun, Aguntum, Teurnia, Hemmaberg, Magdalensberg. Spain. The Romans in Spain: general introduction. The Via Iulia Augusta: Valencia and his Latin inscriptions; Tarraco and Saguntum: Roman remains and inscriptions. The Via Edetana: Edeta and Elx, the Roman villa of l’Alcudia. Greece. Where the Romans could not create a Roman landscape… Bulgaria. Latin heritage in some Bulgarian towns: Plovdiv, Perperikon, Nesebar, Hysaria, etc. The rest of Europe. Romans and romanisation in France, Germany and United Kingdom. The Illyrians and Italy. Romania and others Danubian countries.
EUROPEAN CULTURE
Europe. The mythological figure of Europe (text and illustration): meaning in the ancient context and relevance to the modern world. Comenius. Johann Amos Comenius, one of the key personalities of Latin culture of the 17th century: history of editing the work of Orbis Pictus. Language. From Latin to romance languages; Comparative analisys of the evolution from Latin to the Castilian language; research about the Latin origin of technical terms in Catalan and Castilian; the role of Latin in the development of some European languages (English and French); The influence of Latin on the Polish and Bulgarian languages; Latin tips and expressions still present in the Italian and Spanish languages. Law. The influence of the Roman law on our law (with the help of an expert from the Wiener University of Law). Learning. Latin and European culture from Late Antiquity to Middle Ages; Latin as universal language of the culture in the Modern Age; Latin as language of the Sciences: relation between scientific and technical knowledge; The Latin influence in Sciences, and in particular Natural Sciences (Plinio, Linneo), Mathematic and Physics (Archimede, Newton, Halley, Copernico, Keplero, Gauss), Medicine (Celso, Harvey), Atom and Atomic energy (Vitrvio, Mangeot). Literature. Classical literary topics in Spanish literature: carpe diem, tempus fugit, ubi sunt, locus amoenus. The influence of Latin authors like Ovid and Horace into the Vicent Andrés Estellés work. Eugen Brikcius - original "New-Latin" poet (student translations of his poems into modern languages). Survey of "New-Latin" poets in the second half of the 20th century. The Influence of the Latin Culture on the Polish Renaissance Literature. Classical Elements in Zbigniew Herbert’s Poetry. Horace’s voice in Kochanowski’s works. Dido in the poetry of Ungaretti. Christianity. The Christians in the Roman Empire; the Christians and the classical culture; Latin and vernacular in the Christian Middle Ages; Latin as official language of the Church; Roman influence on the Christian religion: the inscriptions of the Schottenkirke; Latin and Christian festivities.
THE VOICE OF OUR PAST
The Ancestors. Celtic in roman and contemporary imagery: celtic languages, celtic music, gaelic sports, movie and cartoons, Halloween night. Images of celtic world from Caesar and Livius to the present time. The Others. Romans and “the others”: the voice of some Roman authors; freedom, toleration and intolerance. Discrimen and differences: the external different: (the foreigner); the inner different (the minorities). Voyages. The approach of the Romans to foreign countries (f.e. Plinius texts), the approach of modern people to the ancient Rome. Liberty. Slaves, freedmen and freeman in the inscriptions from Iulia Concordia. Everyday life. Eugippius: Vita Sancti Severini – a document concerning the life in Austria in the 6th century. Vergilius. Vergilius and Dante. Vergilius in the contemporary literature.
Beginning from the school year 2003/04 the partners realized, or began to realize, either common or local activities, as following: Common activities. The common activities, that all the partners will realize, regard the topics of the section “Latin today”: School. Each school gave to a selected part of their students an "Interview" concerning the evaluation of Latin in European school. The results will be evaluated by teachers and students and will be completed by a summary about the presence of Latin in the study plan of the European secondary schools. Pronunciation. The partners accorded about reading and digital recording of the same Latin text, so that it could be possible a comparison between the variuos contemporary pronunciation of Latin. Words. The partners shared the tasks for the arranging of a "Little electronic comparative dictionary of Latin and other languages", that takes in Czech, English, French, German, Italian, Bulgarian, Polish, Catalan, Castilian, but other languages can be added. Internet. Creation of the web site www.latinitas.altervista.org for the spreading of the project results. The partners who proposed and coordinate these actvities are showed in the next point. Local activities. The local activities take in two different kind of works, that is the studies of some of the subjects that are listed in question 1 (first table) and that will be collected in the final products, and the realization of specific actions that will accompany the development of the work project in each school and will be pointed out in the final evaluation report and in the final products
ACTIVITIES OF THE SCHOOL YEAR OF 2003 / 2004
In the first project meeting in Mirano the partners arranged an elaborate work plan that collected and organized their proposal according to three great areas that will be the basic references for all the project activities and for the developing of the final products:
1. The Roman heritage in some countries of Europe;
2. The Roman heritage in the modern European culture (Law, Natural Sciences, Philosphy, History, Art, Literature, Language...);
3. The Roman authors and works still relevant for us.
Moreover, the partners decided on studying the first subject beginning from the ancient Roman roads, as the Via Annia from Aquileia to Padua, its junctions with the Roman routs in Austria, and the Via Iulia Augusta in Italy and Spain.
In detail, for the school year 2003/04 the partners contributed to the carrying out of this work plan as follows:MIRANO – Liceo Majorana-Corner
Group n. 1
November: collecting of the bibliography; arranging of the work groups and sharing of the tasks. The following aroments will be studied: The landscape interpretation; The Roman roads; The Romans in the Northern Italy; The via Annia (introduction); The Roman centuriation of Altino and Padua; The via Claudia Augusta.
26 November: Visit to the “Museo della centuriazione romana” in Borgoricco (Padua) and lecture on the landscape interpretation;
December: collecting and arranging of the materials.
January: editing of the brochures, that will be saved in doc and pdf format. Creation of the data archive.
February - March: collecting of the bibliography; arranging of the work groups and sharing of the tasks. The following arguments were studied: The Via Iulia Augusta from Albenga to Nice.
4 March: Visit to Feltre (BL), a city on the ancient Via Claudia Augusta.
31 March - 3 April: school trip in the west Liguria and France (Albenga, Ventimiglia, La Turbie, Montecarlo, Nizza).
April – May: collecting and arranging of the materials; editing of the brochures, that were saved in doc and pdf format. Creation of the data archive.
4 May: “Comenius day” work’s students exibition in Liceo “Morin” auditorium.
Group n. 2
November-January: The Roman in Spain: first contacts, occupation and domination of Rome in the ancient “Hispania” (II A.C – IV A.D).
February-March: historical and archaeological studies of the Roman centuriation of Padua: the “graticulatum Romanum” from S.Maria di Sala to Borgoricco. The students of the Group 1 exponed the results of their works and then the data they collected were studied and translated into the Castilian language by the students of the Group 2.
April-May: Idiomatic and educated expressions that arise from Latin in the Spanish language.WIEN – Lise Meitner RealGymnasium
Roman Law: We looked for material about the influence of the Roman law on our law with the help of an expert from the University of Law and arranged a brochure on this subject (November – January)
Natural Science: We collected material on the Roman influence in the Natural Sciences, so we translated texts for example of Newton, Halley, Kepler, Coppernicus, Celsus, Harvey, Linné. (January - April). The result was a documentation and illustration on these texts in shape of a brochure.
Research on the Limes Romanus: The camp of Cannabiaca (January). We visited this place with our pupils and documented on the monuments and the remains which we saw there.
Roman Cooking: We visited an innkeeper in the village of the old camp of Cannabiaca, today named Zeiselmauer, who is doing studies on Roman cooking in cooperation with an archaeologist and cooking for his guests in the Roman way. He explained the peculiarities of the Roman cooking to our pupils and they also could taste some Roman bread and soft drinks. (March)
The Romans in the Celtic Noricum: Virunum, Aguntum, Teurnia, Magdalensberg and Aquileia (June). We visited these places with our pupils where we collected material for our documentation which will be completed in autumn 2004.VALENCIA – IES Ibanez
September 2003. Planning of relevant activities for the school year 2003-2004 at the IES Blasco Ibáñez in Valencia, from teachers involved in the project.
October 2003. Collection of tips about common Latin expressions in Catalan, from 2nd year (secondary school) students.
28 November 2003: Itinerary along the Roman Valencia in order to recognize archaelogical remains under Roman age (Saint Vincent´s crypt, “ l´Almoina” ) and to locate Latin inscriptions with 4th ESO D and 1st year “Bachillerato” students.
December 2003 Working out news, including graphic information about the itinerary trough the Roman Valencia, from 4th ESO D students ( Diversificación ) for the Blasco Ibáñez secondary school´s newpaper in its tenth edition. Collection of details for working out a technical terms glossary of Latin origin, from 2nd “Bachillerato” students.
January 2004: Organization and analysis of the tips selected to working out a technical terms glossary of Latin origin and a current Latin expressions dictionary, from 2nd year ( Bachillerato ) students.
February 2004: Visit the City of Valencia Museum, so that to know documentation and remains from the Roman time. To carry out an exhibition about Latin inscriptions in the City of Valencia, from 4t ESO D and 1st “Bachillerato” students.
April 2004: Publication of the technical terms and Latin expressions glossaries on CD-ROM format.MESTRE – Liceo Morin
Group n. 1
November, December: collecting of the bibliography, arranging of the groups and sharing of the tasks. The following arguments has been studied: “What meanings “romanizzazione””, “Borders and extension of X Regio”, “Foundation of Concordia colony”, “Roman buildings in Concordia”, “Commercial traffics and handicraft works in Concordia”, “Concordia’s population: past and present comparison”
29 January: Visit to the “Museo nazionale concordiese “ in Portogruaro and visit to the Concordia city.
February – March-April: collecting and arranging of the materials. Editing of the brochures, that will be saved in doc and pdf format. Creation of the data archive.
May: collecting of the bibliography; arranging of the work groups and sharing of the tasks; hypertext creation; on 4 may “Comenius day” work’s students exibition in Liceo “Morin” auditorium.
Group n. 2
November – December: collecting of the bibliography, arranging of the groups and sharing of the tasks. The following arguments has been studied: Celtic in roman and contemporary imagery: celtic languages, celtic music, gaelic sports, movie and cartoons, Halloween night.
29 January: Visit to the “Museo nazionale concordiese “ in Portogruaro and visit to the Concordia city.
February – March-April: collecting and arranging of the materials. Editing of the brochures, that will be saved in doc and pdf format.
May: hypertext creation; on 4 may “Comenius day” work’s students exibition in Liceo “Morin” auditorium
Group n. 3
November – December: collecting of the bibliography, arranging of the groups and sharing of the tasks. The following arguments has been studied: European ancestors: who they were, origins, what romans says about “barbarians” trhough language.
29 January: Visit to the “Museo nazionale concordiese “ in Portogruaro and visit to the Concordia city.
February – March-April: collecting and arranging of the materials. Editing of the brochures, that will be saved in doc and pdf format.
May: hypertext creation; on 4 may “Comenius day” work’s students exibition in Liceo “Morin” auditoriumTREVISO – Punto CLE X Regio
November 2003: Conventions “Humanitas in the ancient world: philantropy, culture, pietas” (Treviso, 22-11-03), “The power of the past: myth and reality of the Classical culture” (Berlino, 29-30-11-04).
January – March 2004: Lectures on “Women’s history in the ancient world”. This activity intended to show a wide public the developing of the women’s conditions from the ancient Greek to the first centuries of the Christian era, beginning from some meaning personalities as Pandora, Penelope, Clitemnestra. This course is the natural continuance of the activities in the past years, when the CLE organized the conventions “Latin as language of the European Culture” (2002) and “Humanitas in the ancient world” (2003).
21 April 2004: Seminar on the Ørberg method for Latin teachers (Liceo classico “A. Canova” – Treviso).
3 June 2004: “Dies Latinitatis”: the whole school day is dedicated to a Latin recital; the schools involved are the Liceo Classico “A. Canova”, the Liceo Classico of the “PioX College”, and the Liceo Scientifico “L. da Vinci” (Treviso).TREVISO - Fondazione Cassamarca
November 2003: Convention: “The Via Annia and its infrasctructures” (Ca’ Tron, 6-7-11-03).
February 2004: International Conference “The Christian roots of Europe” (Treviso 6-7-2-04).PRODUCTS OF THE SCHOOL YEAR 2003 / 2004
MIRANO – Liceo Majorana-Corner
· A brochure on the Roman heritage in the Northern Italy;
· An archive on CD-Rom with all the texts, images, and multimedia presentations of the activities;
· An archive on CD-Rom with all the photos collected during the school trip in the Western Liguria and France.WIEN – Lise Meitner RealGymnasium
· A brochure of Roman Law;
· A brochure of Roman texts in Natural Sciences;
· A Multimedia-Presentation on our visit in Cannabiaca and other activities.VALENCIA – IES Ibanez
1. Search for Roman inscriptions at the city of Valencia with a dossier (file) where the itinerary along the old Roman city of Valencia is indicated so that students were able to locate the Roman inscriptions which still can be watched on-the-spot. (The students involved in this activity are from 4th ESO-Diversificació and 1st Bachillerato D.) School materials worked out:
- Map including Latin inscriptions found.
- Pictures of the inscriptions and their vicinity.
- Videotape of the inscriptions and their vicinity.
- Drawings of the inscriptions and their vicinity.
- Texts which contain the transcription of Latin inscriptions and their translation into Spanish and Catalan.
- Search of complementary information about classical Gods and relevant political or social figures who are mentioned on the inscriptions.
2. Visit the City of Valencia Museum in order to collect informationabout the foundation of Valencia, as a Roman city, and watch the archaeological remains of the Roman time exhibited, paying special attention to Latin inscriptions. The students involved in this activity are from 4th ESO and 2nd Bachillerato. School materials worked out:
- Dossier with material collected.
- Report about the History of The founding of Valencia.
3. Search for Latin expressions and phrases that still remain in Catalan. (Students involved: 2nd year of Bachillerato). School materials worked out:
- Current Latin expressions Glossary.
- Latin phrases and translation into Catalan.
4. Search of technical terms coming from Latin which still remain in current Spanish. (Students involved: 2nd year of Bachillerato). School materials done:
- Technical terms Glossary and translation into Spanish with examples of use.
5. Exhibition at our High School where all the works done for the project are showed: Students involded: 4th ESO-Diversificació, 1st. year and 2nd.year of Bachillerato. School materials worked out:
- Poster for introducing the exhibition : from the past to the present, from the present to the past: survival of the Latin culture.
- Text introductory about Roman founding of the city of Valencia.
- Street plan about location of Roman inscriptions in Valencia.
- Exhibition panel which contain pictures, drawings and texts of the inscriptions in Latin, Spanish and Catalan.
- Comments about the survival of Latin in current Spanish and Catalan with examples of expressions, phrases and technical terms.
6. Editorial and publication of news on “Parèntesi” ( The newspaper of our school ). Students involved in this activity are from 4th ESO-Diversificació and 2nd. year of Bachillerato. School materials elaborated:
- News about search of Roman inscriptions in Valencia (published on “Parèntesi” no. 10 ) .
- News about the visit to History of Valencia Museum (published on “Parèntesi” no. 11 ).
- News about the exhibition “ from the past to the present…” (published on “Parèntesi” no. 12 ).MESTRE – Liceo Morin
- 3 brochures with photographs and illustrations (one for each group);
- 3 hypertexts (one for each group);
- Multimedia presentations (Power Point) of the activities.TREVISO – Punto CLE X Regio
- Abstracts publication of the International Conference “Latin as language of the European Culture”
- Video of the “Dies Latinitatis”
- The abstracts of the conventions “Humanitas in the ancient world: philantropy, culture, pietas”, “The power of the past: myth and reality of the Classical culture” and of the lectures “Women’s history in the ancient world” will be published as soon.TREVISO - Fondazione Cassamarca
- Abstracts publication of the International Conference “The Christian roots of Europe”
- The abstracts of the convention: “The Via Annia and its infrasctructures” will be published as soon.COOPERATION BETWEEN THE PARTNERS
The cooperation between the partners has been ensured by regular and frequent e-mail contacts during the whole activity period and in particular in the following times:
- in September at the beginning of the works, when the partners collected and exchanged their work proposals for the arrangement of the first meeting project;
- in December-January, when the partners submitted the renewal form for the school year 2004/05 and were able to compare the first results of their activity;
- in March, for the arrangement of the second meeting project;
- in May-June, when the partners cooperated to arrange the final evaluation report.
1. ACTIVITIES OF THE SCHOOL YEAR OF 2004 / 2005
1.1. – Common Activities
In the first project meeting of this school year (Mirano 06-09 October 2004) the partners could elaborate a new rich work plan, in which the activities of the school year 2003/2004 have been increased with the new suggestions for the years 2004/2005 and 2005/2006. The common index of all the subjects that have been studied or will be studied during the whole duration of the project, and that will be the mainframe of the final common products, is the following:
LATIN TODAY – The status of Latin in the European School; Modern Uses of Latin; The different national pronunciation of Latin; Creation of a little electronic comparative dictionary Latin-modern languages; Internet: web sites in and about Latin; Roman cooking in our times; Romeguide: tour of the Vatican's gardens in Latin; Theatre: theatrical uses of Latin texts.
ROMAN LANDSCAPE – Italy: Roma Caput Mundi; Campania felix; The Northern Italy: The Via Annia from Padua to Aquileia; The Via Claudia Augusta from Altino to Feltre; The Via Iulia Augusta from Albenga to Nizza. Austria. The road of amber (Bernsteinstrasse) from Aquileia to Carnuntum trough Hungary; The Limes Romanus; The Noricum. Spain. The Romans in Spain: general introduction. The Via Iulia Augusta from Tarraco to Valencia; The Via Edetana. Greece. Where the Romans could not create a Roman landscape. Bulgaria. Latin heritage in some Bulgarian towns. The rest of Europe. Romans and romanisation in France, Germany and United Kingdom. The Illyrians and Italy. Romania and others Danubian countries.
EUROPEAN CULTURE – The mythological figure of Europe (text and illustration); Johann Amos Comenius and his work "Orbis Pictus"; The Latin heritage in the modern European languages, learnings, literature and law; From Latinity to Christianity.
THE VOICE OF OUR PAST – Vergilius in the European culture; The Ancestors and the Others; LIberty and Everyday life in the ancient world.
The common activities, that all the partners realized, regard some topics of the section “Latin today”: School. Each school gave to a selected part of their students an "Interview" concerning the evaluation of Latin in European school. The results has been evaluated by teachers and students and completed by a summary about the presence of Latin in the study plan of the European secondary schools. Pronunciation. The partners accorded about reading and digital recording of the same Latin text, so that it could be possible a comparison between the variuos contemporary pronunciation of Latin. Dictionary. The partners shared the tasks for the arranging of a "Little electronic comparative dictionary of Latin and other languages", that takes in Czech, English, French, German, Italian, Bulgarian, Polish, Catalan, Castilian, but other languages can be added. Internet. Creation of the web site www.latinitas.altervista.org for the spreading of the project results. The partners who coordinated these actvities are showed in the next point.1.2. – Local Activities
MIRANO – Liceo Majorana-Corner
a) The following arguments have been studied: Roman Landscape: Roma Caput Mundi, Padua (Italian with abstract in English);The Roman "Graticulatum" in Mirano (Spanish); The Romans in Germany: De more et situ Germanorum (German); France from Late Antiquity to Middle ages (French); European Culture: From Latinity to Christianity; From Latin to the Neo-latin languages; The European Culture from late Antiquity to the Middle Ages; Latin as language of the culture in the Modern Age (Italian with abstracts in English); The voice of our past: Vergilius in Dante's work; Vergilius in the Contemporary Italian Literature (Italiano). b) School trip in Padua (02.02.05) searching for the Roman traces of this city; School trip in Rome (22-26.02.05). c) 14 May 2005: Participation to the Confernce in Borgoricco "Land of History: the friendship betrween Romans and Venetians" with the report "The landscape interpretation in the Italian school: the project Latinitas or Europa" d) Developing of the web site www.latinitas.altervista.org. The first proposal of the general structure was discussed by the partners in the fourth project meeting and the work was continued by the coordinating institution owing to the new suggestions.WIEN – Lise Meitner RealGymnasium
Roman Landscape: We visited, with our students, the Roman camps of Favianis (today called Mautern) and Comagenis (today called Tulln) both situated on the Limes Romanus, as well as the most important camp of Carnuntum where we could also see the civic city, the famous “Heidentor” on the cross-roads of the Amber Road and the Limes. We also studied the remains of the camp of Vindobona in cooperation with the Institute of Archaeology of the City of Vienna. On another trip we saw the exhibition “The Romans in Austria” which took place in the town of Leibnitz (Styria): there our students visited the Roman remains of Flavia Solva, city of the old Noricum Mediterraneum and got to know details of Roman daily life, such as food, clothes , trade, traffic, philosophy, gladiator fights and ancient chariot racing.
In June we shall visit Aquincum and Scarabantia, Hungarian cities on the amber road. European culture: We studied some texts of the “Vita Sancti Severini” of Eugippius to get to know the situation in our country in the 5th century when the conflict between Romans and Germans reached its climax. The voice of our past: We investigated the reception of Ovidius in the art of the following centuries, especially the survival of his “Metamorphoses” in the novel of Christoph Ransmayr’s “Die letzte Welt”. Evaluation: In cooperation with the partner school of Brussels we evaluated the questionnaire about the value of Latin in our different schools in the participating countries. Theatre: We are working on a Latin sketch, a short scene composed of Latin sayings. Documentation: We prepared an exhibition for the meeting in Vienna on all archaeological sites in Austria which we have just visited. Organisation of the fourth meeting in Vienna; of a presentation of the Comenius project and the activities of all the partners in the ballroom of the old Town Hall in the presence of the president of the Vienna school council. This presentation was noticed by the press (two articles in the Austrian Press Agency and one in the digital version of the Austrian daily paper “Standard”. As a result a team of the TV programme “Welcome Austria” attended a Latin lesson in our school, were we presented parts of our exhibition and the little Latin sketch.VALENCIA – IES Ibanez
a) Literature: Analysis of the influence of Latin topics “carpe diem”, “tempus fugit” into the Antonio Machado and the contemporary poetry . b) Roman landscape: Visit to Sagunt/Arse and to Llíria/Edeta, in order to know the archaeological remains of the Roman period and the inscriptions that still can be seen in the town. c) Press: chronicle on the Roman remains visited in Sagunt and Llíria and commentary of the Classical Theatre Festival for the newspaper of the Institute. d) Exhibition The survival of the Latin culture in the Institute on the work realized in the project: the Roman remains visited in Sagunt and Llíria and the influence of Latin topics “carpe diem”, “tempus fugit” into the Spanish writers. e) Attendance to a Latin Classical performance, in the settings of the Classical Theatre Festival. Reading and commentary of the represented work. Influences in the current theatre.MESTRE – Liceo Morin
a) The four group-class taking part to the project have been studied the following arguments: a.1) Cults, myths and water rites;Roman aqueducts :building tecniques . The aqueducts of “X Regio”; A matter of dignity: were science and tecnique given the same importance by the romans ? Roman hineritance of the public management of water: the example of the Serenissima Repubblica of Venice.The literary genres of scientific and tecnological knowledge;Linguistic and lexical aspects: technical and architectural glossary; terms fom scientific vocabulary still used today; The historiographical theory of “frozen development”. a.2) Romans and “the other”; the voice of some Roman authors about Greeks and “barbarians”; the coming of the Christianity and the Christianization of the barbarians; “romanization” and “barbarization” of the roman empire. a. 3) The ancient Venetian people: paleoveneti; The romanization of Venetian people from III to I century B.C.: the peculiarities of the venetian culture during VIII, VII, Vi centuries in central places: Opitergium, Concordia, Patavium, Ateste; The influence of the roman power in the Venetian territory; Lex Pompeia; big personalities of latin literature coming from Venetian territory. a.4) Slaves, freedmen and freemen in the inscription of Iulia Concordia; images of celtic world from Cesar and Livius to present time. b) School trip in Verona (25.11.2004) searching for the traces of the ancient aqueduct and the water system; on January visit to archeological museum of Este for studing the ancient handmade article of the ancient Venetian people. c) On November Course for publishing on web-net for the student taking part to the project.ZAWIERCIE – Liceum Stefana Zeromskiega
a)The following arguments have been studied and compiled in Polish with abstracts in English: ,”The Influence of the Latin culture on the Polish Renessance literature” , “Horace’s voice in Kochanowski’s works” , “Classical elements in Zbigniew Herbert’s poetry”,”Analysing the Roman influence upon the Christianity” and “Analysing and comparing the Roman and the Polish traditions”(a student portfolio). b) Regular meetings of the “Latin Culture Lovers Club”- working on grammar and vocabulary, translating some famous Latin poems into Polish. c) Organizing an art competition-“A Latin maxim- my interpretation”. d) A school library display presenting books on Latin literature in Poland. e) Forging links with the Faculty of Classical Philology, University of Silesia and organizing a series of lectures at school. f) Publishing the school paper “Sokrates tanczacy ” popularising the project and presenting the activities. g) A series of classes presenting the role of Latin in the development of the European languages (English& French)BRNO – Gymnasium Mathiase Lercha
a) Words: preparation of the database of a little electronic comparative dictionary for other project partners; work on dictionary entries of a LECD sent by other project partners and publishing of LECD on our project´s www.latinitas.altervista.org. Pronuntiation: preparation of the representative texts of Latin ancient culture for sound recording – sample of variations of contemporary Latin pronunciation. Processing of the sound recordings sent by other partners and their publishing on our project´s www.latinitas.altervista.org. Use: collecting of university and other official documents which use Latin, their preparation for publishing on Internet on our project´s www.latinitas.altervista.org. Internet: searching for and finding the best websites in and about Latin. History: Lands of the Czech Crown during the times of Ancient Rome. Johan Amos Comenius - one of the key personalities of Latin culture of the 17th century (Czech theologian, philosopher, writer, educationalist and the last bishop of the Unity of Brethren). b) History and Culture: school excursion to Uhersky Brod – J. A. Comenius Museum (21. 06. 2005) and Prerov.RAZLOG – SOU Bratia Petar i Ivan Kanazirevi
During the whole school year 2004/ 2005 we tried to investigate Roman heritage in Bulgaria. We found it in the Bulgarian cities of Nesseber, Plovdiv, Perperikon, Hyssar, the village of Banya. We organised school trips to Plovdiv and Banya. We also found Roman heritage in some spheres of Bulgarian language, mainly in law and medicine. Although it was difficult to find a Latin teacher in our town, we produced a record with latin pronounced text. The students actively took part in the project. They took part in the school trips and they found materials concerning the project. They also completed a questionnaire about Latin language. Finally the students intend to produce our local web site about the project.BRUXELLES – Ecole Européenne Bruxelles 1
We are contributing to the work on the Roman Landscape by including our work on the official voyages scolaires to the Bay of Naples; we can use the experience of the drama production of the Oresteia to add an activity on ancient drama; we are initiating a project on Roman food and cuisine and we are pursuing an investigation by interview and questionnaire into the teaching and learning of Latin in the different partner schools and countries. Investigation into Roman cooking. Activities for the following year: Organisation of the meeting in Brussels, Roman Landscape: sites of interest in Italy and in country of origin, including the school trip to Pompeii and the Bay of Naples – October 2005. Influence of ancient drama on modern literature – production of Shakespeare’s Midsummer Night’s Dream and Ovid’s Pyramus and Thisbe. This will include a performance for the group members in November. Follow-up of investigation into teaching and learning of Latin in EuropeTREVISO – Punto CLE X Regio
a) Lessons on women’s history in the Middle ages; b) Tour of the Vatican’s gardens in Latin; c) Dido in the poetry of Ungaretti; d) Discrimen and differences: - the external different: the foreigner; - the inner different: the minorities; e) Lectures on various latin authors; f) Dies Latinitatis; g) Si vis legere…; h) Certamen Tarvisinum.TREVISO - Fondazione Cassamarca
a) International Congress “The Illyrians and Italy”; b) Convention in Macao; c) Certamen Tarvisinum.PADOVA – Arcadia Archeologia Ambiente Didattica
a) 14-15 May 2005: Conference in Borgoricco (Padua) "Land of History: the friendship betrween Romans and Venetians" with historical recalling of Roman times. b) Cooperation in the school trip in Padua.1.3. Project meetings
a) 06-09 October 2004 – Mirano (Italy). All the partners took part in the meeting. Number of theacher and students involved: 4 teachers Vienna (Austria); 3 teachers Valencia (Spagna); 2 teachers Mestre (Italia); 3 teachers and 2 students Zawiercie (Poland); 3 teachers Brno (Czech Republic); 2 teachers Razlog (Bulgaria); 1 teacher Bruxelles (Belgium); 11 teachers and 140 students Mirano (Italy); 2 teachers CLE and Fondazione CassaMarca Treviso (Italy); 1 teacher ARCADIA Padova (Italy).
b) 09-03 April 2005 – Wien (Austria). All the partners took part in the meeting except from Arcadia (that was represented by the coordinating institution). Number of theacher and students involved: 15 teachers and 103 students Vienna (Austria); 3 teachers Valencia (Spagna); 2 teachers Mestre (Italia); 4 teachers and 2 students Zawiercie (Poland); 3 teachers Brno (Czech Republic); 1 teacher and 1 student Razlog (Bulgaria); 3 teacher Bruxelles (Belgium); 3 teachers Mirano (Italy); 2 teachers CLE and Fondazione CassaMarca Treviso (Italy) .
For more details about the project meeting, the reports in the attachment can be read.2. PRODUCTS OF THE SCHOOL YEAR 2004 / 2005
2.1 – Common Products
a) The DVD-Rom "Latinitas or Europa" with the whole collection of the activities and products of all the partners for the school year 2003/04. The DVD was arranged by the coordinating institution that at present is increasing the work with the new documents of the school year 2004/05. This work will be ended before the end of July, and completed, in the school year 2005/06, with the documents of the third year of project activities. b) The web site www.latinitas.altervista.org that takes in the whole index of the activities and products and a selection of the documents. In fact, it's impossible to store the whole documentation in the Internet because many files are too big to be up - and downloaded without problems.
2.2 – Products developed by each school
MIRANO – Liceo Majorana-Corner
Our final products are: A brochure with texts and illustrations (language: Italian with abstract in English; German; French; Spanish); An archive on CD-Rom with all the documents developed in the activities (texts, images, sounds and multimedia presentations).WIEN – Lise Meitner RealGymnasium
Our final products are: Exhibition of the most important archaeological sites of Austria; Power point presentation of “The Roman Law”; Power point presentation of Carnuntum; Working on our CD-ROM that documents all the activities of the project.VALENCIA – IES Ibanez
Our final products are: Exhibition The survival of the Latin culture in the Institute on the work realized in the project; Newspapers of the Institute about the activities of the project; Dossier including texts and illustrations developed in the activities of the project; Collection and documentation of the materials for the final CD-Rom..MESTRE – Liceo Morin
Our final products are: Four brochures with texts and illustrations of each class work (Italian with short abstract in English); CD- Rom with HTML version of each class work.
ZAWIERCIE – Liceum Stefana Zeromskiega
Our final products are: A brochure with literary papers, student illustrations and translations (Polish with abstracts in English); “A student portfolio- analysing and comparing the Roman and the Polish traditions”(Polish with abstracts in English); School paper “Sokrates tanczacy”; An archive on CD-Rom with all the documents developed in the projectBRNO – Gymnasium Mathiase Lercha
Our final products are: An archive on CD-Rom with all the documents developed in the activities (texts, images, sounds and multimedia presentations).RAZLOG – SOU Bratia Petar i Ivan Kanazirevi
Our final products are: newspaper with information about project, partners and our activities, leaflets, CD –s with our data concerning the project, DVD and videocassets. We also will make our local web-site which will contain information about our own project activities and information about our partner school.BRUXELLES – Ecole Européenne Bruxelles 1
Our final products are: CD of performance of ancient drama and the use of masks in performance; Report on the results on the questionnaire on the teaching of Latin in Europe; Archive of Roman cooking activities; Archive of school trips to Pompeii and Bay of Naples.TREVISO – Punto CLE X Regio
Our final products are: Video of the “Dies Latinitatis”; Original pictures of the Vatican's garden tour; Abstract of the Convention "Humanitas in the ancient world"; CD-Rom about "Discrimen and differences".TREVISO - Fondazione Cassamarca
Our final products are: Abstracts publication of the International Conference “The Illyrians in Italy” (work in progress).PADOVA – Arcadia Archeologia Ambiente Didattica
Our final products are: Abstract of the Conference in Borgoricco (Padua) "Land of History: the friendship betrween Romans and Venetians" (work in progress).3. COOPERATION BETWEEN THE PARTNERS
As in the school year 2003/04, in 20004/05 also the distribution of the tasks was decided in October in the first project meeting, and the cooperation between the partners has been ensured by regular and frequent e-mail contacts during the whole activity period and in particular in the following times:
- in September at the beginning of the works, when the partners collected and exchanged their work proposals for the arrangement of the third meeting project;
- in December-January, when the partners submitted the renewal form for the school year 2005/06 and were able to compare the first results of their activity;
- in March, for the arrangement of the second meeting project;
- in May-June, when the partners cooperated to arrange the final evaluation report.
Moreover, the partners met twice in Mirano and Wien, and these meetings were basic for the actual organization of the project (see n. 1.3). The language of the communication between the partners was English but sometimes also German, French, Spanish and Italian (according to the linguistic knowledges of the teachers); all the formal documents have been written English.
The cooperation was always fully satisfactory and the new partners involved beginning from this school year became easily part of the project; this was very important for the project evaluation (see above).4. EVALUATION
The most important indicators of the good results of the project are the following:
- Increasing of the number of partners involved. For the school year 2003/04 seven schools submitted the joint application form (but only four were authorized); for the school year 2004/05 eleven schools submitted the application form (all the partners authorized in the year 2003/04 and other seven schools), and so the number of school partners authorized increased from four to eight ones; for the school year 2005/06 all the partners authorized submitted their renewal form. For the last activities school year new partners were not accepted, although many other schools from various European countries asked the coordinating institution for a participation in the project.
- Carrying out of the agreed work plan. Al the partners realized their proposals and the amount of work was very vast, and in any case bigger than the starting expectations.
- Swiftness and agreement in the common decisions. All the partners agreed fully in each occasions and this was basic for taking quickly decisions; moreover, the friendly relationship set up between the partners produced an excellent athmosphere for the project work and, on the whole, for the mutual human and professional enrichment of all the teachers and students involved.
1. ACTIVITIES OF THE SCHOOL YEAR OF 2005 / 2006
1.1. – Common Activities
In the first project meeting of this school year (Brussel 16-19 November 2005) the partners could elaborate a new rich work plan, in which the activities of the school year 2003/2004 have been increased with the new suggestions for the years 2004/2005 and 2005/2006. The final common index of all the subjects that have been studied or will be studied during the whole duration of the project, and that will be the mainframe of the final common products, is the following:
LATIN TODAY – The status of Latin in the European School; Modern Uses of Latin; The different national pronunciation of Latin; Creation of a little electronic comparative dictionary Latin-modern languages; Internet: web sites in and about Latin; Roman cooking in our times; llatin contemporary publications. ROMAN LANDSCAPE – Introduction to the landscape interpretation; Roma Caput Mundi; The Roman heritage in Italy, Austria, Spain, Bulgaria, Greece and in the rest of Europe. EUROPEAN CULTURE – The mythological figure of Europe (text and illustration); Johann Amos Comenius and his work "Orbis Pictus"; The Latin heritage in the modern European languages, learnings, literature and law; From Latinity to Christianity. THE VOICE OF OUR PAST – Vergilius in the European culture; The Ancestors and the Others; LIberty and Everyday life in the ancient world.
The common activities, that all the partners realized, regard some topics of the section “Latin today”: School. Each school gave to a selected part of their students an "Interview" concerning the evaluation of Latin in European school. The results has been evaluated by teachers and students and completed by a summary about the presence of Latin in the study plan of the European secondary schools. Pronunciation. The partners accorded about reading and digital recording of the same Latin text, so that it could be possible a comparison between the variuos contemporary pronunciation of Latin. Dictionary. The partners shared the tasks for the arranging of a "Little electronic comparative dictionary of Latin and other languages", that takes in Czech, English, French, German, Italian, Bulgarian, Polish, Catalan, Castilian, but other languages can be added. Internet. Creation of the web site www.latinitas.altervista.org for the spreading of the project results. The partners who coordinated these actvities are showed in the next point.1.2. – Local Activities
MIRANO – Liceo Majorana-Corner
a) The following arguments have been studied: Roman Landscape: 1. Campania felix: Ostia, Tivoli, , Pompei, Paestum, Cuma and the myth of Sibilla Europa; 2. The Greek heritage on Roman culture: Athens, Delphi, Mykenai, Olympia. 3. Christianity: The heritage of Latin culture in the first martyrs' life; Latin and Christian festivities; The church in the first centuries of the Roman Empire. b) 1. School trip to Greece - 10-16 October 2005; 2. School trips to Pompei, Ercolano and Gulf of Naples - 15-18 and 22-25 March 2006; 3. Participation to the project "CITTADELLA - EXPO 2006" (13.05.06) and spreading of the project. c) Developing of the web site www.latinitas.altervista.org. d) Editing the abstracts of the Conference.WIEN – Lise Meitner RealGymnasium
a) The following topics have been studied: Roman landscape: The Romans living in our country The Romans in Celtic Noricum The ancient Christian basilica of Lauriacum 1. Latin at the European School; Latin today: Interview concerning the estimation of the subject Latin in European Schools: Final Report; Interview concerning the evaluation of the subject Latin in European schools: Final Data (in cooperation with the Ecole Européenne) b) School trip to the city of Enns with the ancient Christian basilica of Lauriacum; School trip to Carnuntum; School trip to Campania (Pompeji and Herculaneum) and Rome c) Creating of presentations for the website www.latinitas.altervista.org and of reports for the final DVD.VALENCIA – IES Ibanez
a) The following arguments have been studied: Roman landscape. The Roman world at the Prehistory Museum of Valencia: Roman culture in Valencian lands; The “ Romanization”; The cost of living. Enova´s Roman “ Villa “: a struggle for cultural heritage: Enova´s Roman Villa; Ruts; The Roman home: Villae, Insulae et Domus; Furniture and decoration; The Valencian Villae; Cabanes´arch; Inscriptions, quarry and Roman Museum of Enova: Roman inscriptions, Roman quarries, Museum of Enova. Aqueducts: water conduction by Romans: Roman aqueducts; Aqueducts in “ La Serranía”, a hydraulic engineering work: Visit to past by the Roman aqueduct in Chelva. Aqueducts, the Devil´s archs: Aqueduct of “ Peña Cortada” (Chelva ): its legend, Aqueduct of “las Ferreras” (Tarraco ), Legend about aqueduct of Segovia building. European culture. Literature:Topics or common-places in Spanish Golden Centuries: XVI-XVII : “ Beatus ille”, “ Carpe diem- Tempus fugit “ et “ Locus amoenus”. Anthroponyms. Some Roman scientists who influenced our culture: Vitrubius and the architecture, Plinius and the natural sciences, Galeno and the human body. b) School trips to the Prehistoric Museum of Valencia and to the Enova's Roman Villa. c) Exhibition "The survival of Latin culture" (work in progress). C) Spreading of the results: editing of Paréntesi 16, Parentési 17, Parentési 18. d)19 October 2005. First day of the European youth / 19 de Octubre de 2005. Primera jornada de jovenes europeos y patrimonioMESTRE – Liceo Morin
a) The following argument have been studied: Literature: Water’s cults, myths and rituals in X Regio, relation between scientific and technical knowledges in roman world : lecture and analysis of Seneca, Vitruvio, Plinio texts; Comparison about different point of view of contemporary historians on “theory of unsuccessful development” . History: from “Romana libertas” to the European Constitution. Romans and “the others”: freedom, toleration and intolerance about religion and customs in the Roman Empire. The defence of human rights in the European Constitution. The equipment of the big tombs of V – IV and III century. The battle of Clastidium in Polybius. The Romanization of venetian culture: the latin inscription of Ostiala Galliena, Lex Pompeia (89 B.C.) :the Roman law for all venetian people. “Liberi, liberti and slaves in Concordiia’s inscriptions. Europena culture: Public water management in X Regio and in Venetian Republic; The flourishing of the venetian culture and the Economy under the Empire of Augustus. Big personalities of latin literature coming from the venetian territory: Catullus, Titus Livius. Widening of the research: selection of the bibliography; finding of web-sites. Analisys and comparison of Latin and modern authors.ZAWIERCIE – Liceum Stefana Zeromskiega
a). European culture: 1.Research on the impact of the Latin culture on the Polish literature and language. 2.Tracing the connections of the philosophy of the Ancient Romans and the Polish culture. 3. Comparing the Polish and Roman traditions - weddings and funerals. 4 Research on the Latin letters and the first Roman library. 5.Analising the texts by some famous Poles writing in Latin. 6.Compiling a school dictionary of the famous Latin quotations and sayings. 7.Organizing an art competition ”The History in a drop of amber ”. 8. Publishing the next issues of the school paper presenting the project. b) Roman landscape : 1.Examining some Latin traces in the Polish history- The Amber Route.BRNO – Gymnasium Mathiase Lercha
a) Words: The different pronunciations of Latin; Little electronic comparative dictionary Latin - other languages; Examples of existing Latin: Collection of the documents (mainly from universities), which represent current use of Latin in modern Europe; Preparation of the survey of existing web sites which deal with Latin (often in Latin); Latin documents in the Czech Universities. b) European culture: Written and photographic portrait of J.A.Comenius as one of the key personalities of Czech and Latin Baroque culture; The past and present of Orbis Sensualium Pictus, the most successful Czech Latin encyklopedia in the worldRAZLOG – SOU Bratia Petar i Ivan Kanazirevi
During the whole school year 2005/ 2006 we tried to investigate Roman heritage in Bulgaria. We found it in the Bulgarian cities of Sandansky, Nevestino, and in the archeological Museum of Sofia.BRUXELLES – Ecole Européenne Bruxelles 1
Latin in the European school: Interview concerning the estimation of the subject latin in European schools: Final Report, Interview concerning the estimation of the subject latin in European schools: Final Data b) School trip to Bay of Naples: Pompeii, Herculaneum, Vesuvius. October 2005. Preparation and follow-up work on Roman Landscape. c) Drama work: preparation of a comparison of Roman drama themes in later works (Shakespeare). Preparation of production of A Midsummer Night’s Dream by William Shakespeare December 2005. Comparison with Ovid Metamorphoses story of Pyramus and Thisbe. Treatment of Latin poetry by later writers in English. d) Roman Cooking: continuation of practical experience of preparing food according to authentic recipes from Apicius, Cato, Galen and others. Use of Roman and Greek myths by local painters (Breughel, Rubens). Visits to museums. e) Study of Latin as the language of science (Newton, Galileo and others).TREVISO – Punto CLE X Regio
Fondazione Cassamarca, CLE X Regio, AICC-TV: "Certamen Tarvisinum Tarvisii Intellegere et vertere" II Edition 8 June 2006; Silla Ghedina Apollonio Menardi Foundation, CLE X Regio, CLE “Feltria”: School competition "Roads and itinerary from the Padania to Dolomites"; Theatrical performance "Viri et Mulieres", "Scenes from St. Orsola's history" Conference “Greecks and Venetians: a common esperience” (Treviso, 6 October 2005)TREVISO - Fondazione Cassamarca
Fondazione Cassamarca, CLE X Regio, AICC-TV: "Certamen Tarvisinum Tarvisii Intellegere et vertere" II Edition 8 June 2006; National and international conferences: The Latin Humanism in the Moldavan Republic (October 2005); English and Latin: a long history (November 2005): The countries of Aquileia and Spalato in the Roman age April 2005); Latin Humanism in Bohemis (June 2006)PADOVA – Arcadia Archeologia Ambiente Didattica
According to the close cooperation between the institutions, the activities of Arcadia are the same of the Liceo Majorana-Corner.1.3. Project meetings
a) 16-19 November 2005 – Bruxelles (Belgium) – Project meeting: All the partners took part in the meeting except from Arcadia (that was represented by the coordinating institution). Number of theacher and students involved: 4 teachers Vienna (Austria); 4 teachers Valencia (Spagna); 2 teachers Mestre (Italia); 1 teacher, the Principal of the school and 2 students Zawiercie (Poland); 3 teachers Brno (Czech Republic); 2 teachers Razlog (Bulgaria); 3 teacher Bruxelles (Belgium); 3 teachers and the Principla of the school Mirano (Italy); 2 teachers CLE and Fondazione CassaMarca Treviso (Italy).
b) 28 March – 02 April 2006 – Mirano (Italy) – Project meeting and Final Conference: All the partners took part in the meeting and to the Final Conference. 4 teachers Vienna (Austria); 4 teachers and 3 students Valencia (Spagna); 2 teachers and the classes IIIA, IIID, VB of the Liceo Scientifico Mestre (Italy); 3 teachers and 4 students Zawiercie (Poland); 3 teachers and 7 students Brno (Czech Republic); 2 teacher and 4 student Razlog (Bulgaria); 3 teacher Bruxelles (Belgium); 11 teachers and 350 students Mirano (Italy); 1 teacher Arcadia Padova (Italy); 2 teachers and the classes IVA and IVC of the Liceo Canova for the CLE Treviso (Italy); the Foundation Cassamarca President for the Fondazione Cassamarca Treviso (Italy); and with the participation of the Principal, 3 theachers and the theatrical gropu of the Liceo Cagnazzi – Altamura (Italy). The students of the Liceo Cagnazzi and the foreign students were received as guests by the students of the Liceo Majroana-Corner.
For more details about the project meeting, the reports in the attachment can be read.2. PRODUCTS OF THE SCHOOL YEAR 2005 / 2006
2.1 – Common Products
a) The web site www.latinitas.altervista.org that takes in the whole index of the activities and products and a selection of the documents. In fact, it's impossible to store the whole documentation in the Internet because many files are too big to be up - and downloaded without problems. The final and complete version will be ready in August 2006. The web site is divided into four sections: 1. General Information about the project (title, topics, aims, final reposts); 2. Partners (with the with the whole index of teachers and students involved, activities and products of each partner for each year of the project; 3. Activities (with the whole index of the activities that each partner realized in each school year); 4. Products (with the whole index of the products – here the authors of the different works are not indicated, so that this is an actual common work): this section is utleriorly divided in four setcion, according to the four main main temathic areas of the project. The web site is uploaded on the free server "Altervista" (without banners) and on other servers of other partners (Brno, Wien), and was developed by the coordinatong institution and by other partners (Brno, Wien, who created the dynamic html pages).
b) The DVD-Rom "Latinitas or Europa" with the same structure as the web site but with the whole collection of the activities and products of all the partners for the school years 2003/06. The DVD was arranged by the coordinating institution and by other partners (Brno, Wien, who created the off-line verison opf their dynamic pages) that at present is increasing the work with the last documents of the school year 2005/06. The final and complete version will be ready in August 2006.
c) The abstracts of the Conference "Latinitas vel Europa" with all the reports. The abstracts are ready and will be available at the beginning of July 20062.2 – Products developed by each school
MIRANO – Liceo Majorana-Corner
Our final products are: A brochure with texts and illustrations (language: Italian with abstract in English); An archive on CD-Rom with all the documents developed in the activities (texts, images, sounds and multimedia presentations).WIEN – Lise Meitner RealGymnasium
Our final products are: PPT-Presentations (in German and English) of all Roman sites in Austria which were visited during the project and of the other subjects which we treated in the last three years. A brochure documenting the school-trip in Campania and Rome.VALENCIA – IES Ibanez
Our final products are: A brochure with texts and drawings about: the Roman culture in Valencian lands; Enova´s Roman Villa; Aqueducts in “ La Serranía”, a hydraulic engineering work;. Aqueducts, the Devil´s archs: Aqueduct of “ Peña Cortada” (Chelva legend; Aqueduct of “las Ferreras” (Tarraco), Legend about aqueduct of Segovia building). Topics or common-places in Spanish Golden Centuries: XVI-XVII : “ Beatus ille”, “ Carpe diem- Tempus fugit “ et “ Locus amoenus”. Some Roman scientists who influenced our culture: Vitrubius and the architecture, Plinius and the natural sciences, Galeno and the human body. Exhibition "The survival of Latin culture" (work in progress). Press: editing of Paréntesi 16, Parentési 17, Parentési 18. An archive on CD-Rom with all the documents developed in the activities (texts, images, drawing). A DVD with the final conference about the ProjectMESTRE – Liceo Morin
Our final products are: A brochure with texts and illustrations (language: Italian with abstract in English); a CD-Rom with all the documents developed in the activities (texts, images, sounds and multimedia presentations).ZAWIERCIE – Liceum Stefana Zeromskiega
Our final products are: Three brochures: “The impact of Latin on the Polish language”,”The history in a drop of amber”,”Portfolio - analysing and comparing the Roman and Polish tradition”- a complete version (language: Polish with abstracts in English).The issues number 4,5& 6 of the school paper “Sokrates tanczacy” presentig the project. Multimedia presentations: “The impact of Latin on the Polish language”,”The history in a drop of amber”,”Portfolio and literary papers” ( language: Polish and English), An archive on CD-Rom with all the documents developed in the activities (texts, images, sounds and multimedia presentations).BRNO – Gymnasium Mathiase Lercha
Our final products are: An archive on CD-Rom with all the documents developed in the activities (texts, images, sounds and multimedia presentations).RAZLOG – SOU Bratia Petar i Ivan Kanazirevi
Our final products are: local website about the project, booklet, brochure, DVD.BRUXELLES – Ecole Européenne Bruxelles 1
Our final products are: An archive on CD-Rom with all the documents developed in the activities; The DVD with the performance A Midsummer Night’s Dream by William Shakespeare (December 2005).TREVISO – Punto CLE X Regio
Our final products are: Abstracts of the lectures of the women history in the Middle Ages.TREVISO - Fondazione Cassamarca
Our final products are: Abstracts of the National and International conferences (work in progress).PADOVA – Arcadia Archeologia Ambiente Didattica
Our final products are: According to the close cooperation between the institutions, the products of Arcadia are the same of the Liceo Majorana-Corner.3. COOPERATION BETWEEN THE PARTNERS
As in the school years 2003/04 and 20004/05, in 2005/06 also the distribution of the tasks was decided in November in the first project meeting, and the cooperation between the partners has been ensured by regular and frequent e-mail contacts during the whole activity period and in particular in the following times:
- in September-October at the beginning of the works, when the partners collected and exchanged their work proposals for the work year;
- in January- February, when the partners checked the developing of the works and the arranging of the Final Conference;
- in March, for the arrangement and the organization of the Final Conference;
- in May-June, when the partners cooperated to arrange the final evaluation report and the abstracts of the Conference.
The language of the communication between the partners was English but sometimes also German, French, Spanish and Italian (according to the linguistic knowledges of the teachers); all the formal documents have been written English.
The cooperation was always fully satisfactory and all the partners gave their specific and interesting contribution to the whole complex of the project.4. EVALUATION
The most important indicators of the good results of the project are the following:
- Carrying out of the agreed work plan. Al the partners realized their proposals and the amount of work was very vast, and in any case bigger than the starting expectations. All the partners have done their duty without delay and with an actual cooperative attitude.
- Swiftness and agreement in the common decisions. All the partners agreed fully in each occasions and this was basic for taking quickly decisions; moreover, the friendly relationship set up between the partners produced an excellent athmosphere for the project work and, on the whole, for the mutual human and professional enrichment of all the teachers and students involved.