ct je [e 0 ~lj [e--~~ · assessment: response blog # 1 week3 topic: food, a unifying force in a...

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UNDERGRADUATE CURRICULUM FORUM

NEW COURSE PROPOSAL- SIGNATURE SHEET

See New Course Proposal Directions or use highlighted links for directions to complete forms. See Kev to Abbrevtat10ns as needed.

I I' 1\ J.._l::.r

Revised: 9/22/11

~~~~ct Code: ITA Course Number: 220 (Verify Availability ofthe Number with Regi ~ jE .[ID [E 0 ~lj [E--~~ Title: Italian Food Culture in Italy and America · ill JAN 3 l 2014 ~ Department: WLL By

Contact Person: Erin Larkin

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Email: [email protected]

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UNDERGRADUATE CURRICULUM FORUM

NEW COURSE PROPOSAL- SUMMARY SHEET

Proposed Effective Term: (Check UCF timetable for suggested dates to submit proposals.) Fall: ~ Spring: D Summer: D Year: 2014

Subject Code: ITA Course Number: 220 (Check with Registrar for availability of numbers)

Title: Italian Food Culture in Italy and America (If more than 29 characters, provide Transcript Title)

Transcript Title (max 29 characters): Food Culture in Italy

Revised: 9/22111

Catalog Description: A CRITICAL EXAMINATION OF ITALIAN FOOD CULTURE FROM A HISTORICAL, SOCIO-POLITICAL AND ENVIRONMENTAL PERSPECTIVE. INVESTIGATES THE ROLE THAT THE PRODUCTION, PREPARATION AND CONSUMPTION OF FOOD HAS PLAYED IN THE DEVELOPMENT OF ITALIAN AND ITALIAN AMERICAN CULTURE AND IDENTITY; CONSIDERS FOOD CULTURE AS A MEANS OF PRESERVING REGIONAL IDENTITY; AND EXPLORES ISSUES OF SUSTAINABILITY AND FOOD CULTURE IN A GLOBAL CONTEXT.(IN ENGLISH. I

"1-CL<Jclll.'t .. I ... ~~ ~t~\'i

Prerequisites: ..::::::.____

Credits: 1 Contact Hours per Week: Lecture: 3 Lab: Other:

Check appropriate boxes below (see directions for details):

D Required in Program (Revised Program Proposal is required)

~ Elective in Major

~ Free Elective

~ I intend to submit this proposal to the UWIC for Liberal Education Program (LEP) approval.

D I intend to submit this proposal to the W ACC for "W" course approval.

I have attached the following appendices (see directions for details):

~ Rationale

~ Learning Objectives

~ Course Outline

~ Method(s) of Evaluating Students

~ Bibliography

D Acknowledgement(s) from affected departments

Appendices (Copy and paste or enter directly course outline, bibliography, etc.)

Rationale

This course is designed to appeal to not only students interested in Italian history and society, but it will also aim to attract students from other disciplines who are interested in food culture and its connection to contemporary global issues (such as sustainability and globalization) and want to combine the study of Italian culture with their primary field of study.

Revised: 9/22/11

Course Objectives and Student Outcomes:

As a result of successful completion of this course, students will be able to achieve the following outcomes, the assessment of which is outlined below:

(1) communicate (in written and oral form) an awareness of the role that the production, preparation and consumption of food plays in the development of Italian history and culture [L0-1];

(2) examine, interpret and analyze the role played by food as Italians seek to understand and respond to cultural and social transformations ofthe age [L0-2];

(3) locate, critically evaluate and use information about issues in contemporary food systems, including sustainability, food consumption and waste [L0-3];

( 4) express an educated opinion on a variety of political, social and environmental issues related to food culture in 20th century Italy and beyond, including attitudes towards food systems in the age of globalization, and food culture as marker of cultural and ethnic identity within migrant communities [L0-4].

Course Outline

Week I

Topic: Food and Culture

Class:

Introduction to Food and culture. Why is it important to study what people eat?

• Differences in American vs. Italian foodways; American expectations ofltalian foodways;

• Food meanings: personal, interpersonal, societal cultural levels;

• Cross-cultural differences and patterns.

Readings: Counihan, C. & Van Esterik P. (Eds.), Food and Culture (sel.)

Week2

Topic: Focus on Italy

Class:

• Brief introduction to Italian history and geography, and effects on regional foodways;

• Majors themes of cuisines, from region to region.

Readings: Before there was an Italy there was a Europe (pp.3-6) & Invention of

regional cooking (pp.75-83) in Food and the Nation (Massimo Montanari).

Assessment: Response blog # 1

Week3

Topic: Food, a unifying force in a fragmented society

Class:

• Differences and similarities between regions; broad common elements;

• The "Mediterranean diet": what is it, how it is represented in the American media; ideas of nutrition today in Italy vs. the US.

Readings: Introduction, Food as Culture (Montanari).

Introduction (pp.ll-12), Science in the Kitchen and the Art of Eating Well (Pellegrino Artusi).

Introduction (pp. IX-XII) (Umberto Eco) & Introduction (pp. XV-XX)

(Elena Kostioukovitch), Why Italians Love to Talk about Food.

Assessment: Response blog #2

Week4

Topic: Italian Foodways I: Piedmont, Lombardy and their French neighbors

Class:

Regional history and geography, as well as their effects on foodways;

Major themes & products;

• Analyzing the image and myths of Italian food in Italy and abroad by media and marketing.

Readings: Lombardy (pp. 63-79) & Piedmont (pp.l 09-129) (Kostioukovitch).


WeekS

Topic: Italian Foodways II: The Veneto and the art of spice

Class:


• Major themes & products;

• Seasonal eating and the history of food preservation methods embedded in Italian foodways.

Readings: The Veneto and the city of Venice (pp.19-31) (Kostioukovitch).

Assessment: Quiz #I

Week6

Topic: Italian Foodways III: Liguria and Emilia Romagna: Denominazione di origine

Class:

• Regional history and geography, as well as their effects on foodways;


Strategies for protecting "quality" and food diversity;

• Regional products: the advent ofDOP, DOC, DOCG;

• Analyzing "food protection" strategies.

Readings: Liguria (pp.l39-151 )& Emilia Romagna(pp.l65-191) (Kostioukovitch).


Week?

Topic: Italian Foodways IV: Tuscany, Umbria and "Ia cucina povera"

Class:

• Regional history and geography, as well as their effects on foodways;


Revised: 9/22111

Revised: 9/22111

Tuscan and Umbrian foodways in a geographical, historical and socio-economical context: the mezzadria and "cucina povera";

Folklore, food-centered customs, and food in the contrada culture.

Readings: Tuscany (pp.211-233) and Umbria (pp. 249-253) (Kostioukovitch).


WeekS

Topic: Italian Foodways V: the Mezzogiomo and the Islands

Class:


• Major themes & products;

• S~uthem crossroads: one food culture or many?

Readings: Campania and the city ofNaples (pp. 345- 355) & Pasta (pp. 235-247) (Kostioukovitch)

Palermo: Pasta and the planisphere(pp. 17-36), Delizia (John Dickie)

Sardegna (pp. 463-475) (Kostioukovitch)

Week9

Topic: Quiz 2/ Food and gender politics

Class:

• Food preparation, gender roles and the Italian family: myths and evolution

Readings: Excerpts from Casalingitudine (Engl. Trans. Housewifery) (pp. 5- 24) (Clara Sereni).

Assessment: Quiz #2

Week 10

Topic: Food Issues Today

Class:

• Food production today: small vs.large-scale production and distribution;

• What is "organic", "GMO-free" and "local"? A cross-cultural comparison of food regulation;

• Supermarkets vs. small stores; marketing culture and product sourcing;

• What is "buono, pulito e giusto"? How important is tradition in determining quality?

Readings: Selections from In Defense of Food: An Eater's Manifesto (Michael Pollan)

Assessment Response blog #6

Week 11

Topic: McDonalds comes to Piazza Navona: the Slow Food movement

Class:

• The Italian response to contemporary food issues: Slow food in Italy and around the world;

• Slow food strategies: education and product protection;

Revised: 9/22111

Slow food and the gender paradox.

Readings: Manifesto of Slow Food (pp. XI-XII) & McDonalds vs. Slow Food (pp. 27-36) in Slow Food (Carlo Petrini).

Slow Food (pp. 81-89) (Kostioukovitch).


Week 12

Topic: Going global: The Italian case/ Quiz 3

Class:

• Protectionism, Americanization and McDonald': two case studies: Lucca & Altamura.

Readings: The paradox of globalization (pp. 117-125), Food and the nation (Montanari)

Screening: Foccaccia ~lues, 2009. Dir. Nico Cirasola

Assessment: Quiz #3

Week 13

Topic: Emigration and the birth of"Italian-American" cuisine

Class:

Italian emigration and Italian food's assimilation into other cultures;

Case study: New Haven.

Readings: Italian American Food and Foodways (pp.245-248), The Italian American Experience: An Encyclopedia (Luisa Del Giudice).

"The Bread is Soft": Italian foodways, American abundance. (pp. 48-83) in Hungering for America: Italian, Irish, and Jewish food ways in the age of migration. (Hasia Diner).

The American Response to Italian Food: 188001930. (pp. 75-90) in Counihan, C. M. (ed.) Food in the USA: A Reader (Harvey Levenstein).


Week 14

Topic: A new Italy: Immigration and world cuisines

Class:

• New immigration and the,proliferation of world cuisines in Italy;

• Immigrants and their role in food production.

Readings: 'Race riots grip Italian town, and Mafia is suspected', The New York Times (Rachel Donadio).

'Immigration in Italy: Southern Misery', The Economist (Marco Rovelli).

Week 15

Presentation of Final Projects

Revised: 9/22111

Modes of Instru9tion

This class will employ a number of instructional modes, including outside readings and classroom lectures centering on food culture; classroom discussions and hands-on activities related to primary texts; and student-led presentations on topics of their choosing (previously discussed with the instructor).

Methods of Evaluation:

The students will demonstrate their competencies through the following:

(I) Written assignments (blog) 20% (LO 1, 2, 3, 4)

(2) Quizes 20% (LO I, 2, 3, 4)

(3) In-class discussions

(4) In-class presentations

Bibliography:

35% (LO I, 2, 3, 4)

25% (LO 1, 2, 3, 4)

Artusi, Pellegrino. La scienza in cucina e l'arte di mangiar bene. Florence: Giunti. 2009.

Capatti, Alberto and Paola Gho. L'osteria nuova. Una storia italiana del XX secolo. Bra: Slow Food. 2000.

Capatti, Alberto. Il boccone immaginario. Saggi di storia e letteratura gastonomica. Bra: Slow Food. 2010.

Capatti, Alberto and Massimo Montari. La cucina italiana. Storia di una cultura. Rome: Rome: Laterza. 2006.

Dickie, John. Con gusto. Storia degli italiani a tavola. Rome: Laterza, 2009.

Kostioukovitch, Elena. Perche agli italiani piace parlare del cibo. Introduction by Umberto Eco. Milan: Sterling and Kupfer, 2006.

Leidi, Carlo, Carlo Petrini and Luigi Veronelli, eds. Scrivere su vino. Articoli sul gusto e la gola. Milan: Boninelli G.M. 2004.

Montanari, Massimo. II riposo della polpetta e altre storie intomo al cibo. Rome: Laterza. 2011.

Montanari, Massimo. L'identita italiana in cucina. Rome: Laterza. 2010.

*Montanari, Massimo. La fame e l'abbondanza. Storia dell'alimentazione in Europa. Rome: Laterza. 2006.

Montanari, Massimo. II pentolino magico. Rome: Laterza. 1995.

Montanari, Massimo II cibo come cultura. Rome: Laterza. 2005.

Revised: 9/22/11

Petrini, Carlo. Terra Madre. Come non farci mangiare dal cibo. Florence: Giunti. 2010.

Petrini, Carlo. Slow Food. Le ragioni del gusto. Rome: Laterza. 2003.

Petrini, Carlo. Buono, pulito e giusto. Principi di una nuova gastronomia. Florence: Turin: Einaudi. 2011.

Rossi, Martino. Libro de arte coquinaria. L. Ballerini, ed. Milan: Guido Tommasi Editore, 2001.

Sereni, Clara. Casalinghitudine. Rome: BUR, 2007.

Serventi, Silvano. La pasta. Storia e cultura di un cibo univ.ersale. Rome: Laterza, 2004.

UNDERGRADUATE CURRICULUM FORUM LEP - TIER 2 COURSE PROPOSAL FORM

UCF Approved: 10/27!2011

Subject Code: ITA Course Number: 220 Department:WLL

Course Title: Italian Food Culture in Italy and America

Contact Person: Erin Larkin Email: [email protected] Ph Ext.:26766 Current AUR Course? DYes [gl No

D American Experience

l:8l Global Awareness

0 Creative Drive

0 Mind and Body

0 Cultural Expression ·

0 Natural World I: Physical Realm

0 Natural World II: Life & Environment 0 Time and Place 0 Social Structure, Conflict & Consensus

Please insert an explanation of how your course will meet EACH of the "Key Elements" of your chosen Area of Knowledge and the requirements of a !ier 2 course. See directions for a. detailed description of the required explanation components: · ·

KEY ELEMENTS OF "GLOBAL AWARENESS":

l)AREA OR PHENOMENON OUTSIDE THE UNITED STATES. THROUGH THE EXAMINATION OF ITALIAN FOOD CULTURE BETWEEN ITALY AND AMERICA, LEARNERS WILL ACQUIRE SPECIFIC KNOWLEDGE AND DEEPER UNDERSTANDING OF SEVERAL ISSUES OF INTERNATIONAL SIGNIFICANCE, SUCH AS SUSTAINABILITY, REGIONAL CULTURE IN THE AGE OF GLOBALIZATION, MIGRATION AND FOOD AS MARKER OF CULTURAL AND ETHNIC IDENTITY.

2)CONTEMPORARY IMPLICATIONS. THROUGH THE EXAMINATION OF ITALIAN FOOD CULTURE BETWEEN ITALY AND AMERICA, LEARNERS WILL GAIN SIGNIFICANT INSIGHTS INTO SEVERAL CONTEMPORARY WORLD ISSUES, INCLUDING FOOD CULTURAL AS MARKER OF REGIONAL IDENTITY IN A GLOBAL SOCIETY, FOOD CULTURE AND GLOBALIZATION, FOOD ISSUES AND GENDER, AND SUSTAINABILITY AND NATIONAL FOOD SYSTEMS.

3) NON-US PERSPECTIVES. THROUGH THE EXAMINATION OF ITALIAN FOOD CULTURE BETWEEN ITALY AND AMERICA, LEARNERS WILL EXPLORE NON-AMERICAN CULTURAL ATTITUDES TOWARDS VARIOUS SUSTAINABLE FOOD SYSTEMS, FOOD SECURITY, CONSUMPTION AND WASTE, AND-IN THAT WAY-MAKE CULTURAL COMPARISONS THAT WILL DEEPEN THEIR INSIGHTS INTO U.S. PERSPECTIVES ON FOOD CULTURE AND CONSUMPTION.

Please insert explanations of how your course will meet the Tier 2 requirements as outlined below:

A)

Ver. 8

Have enough scope to provide adequate foundation to the particular Area of Knowledge and Experience:

MOST OF US EAT EVERY DAY WITHOUT GIVING THOUGHT TO THE SOCIAL, POLITICAL, HISTORICAL AND ENVIRONMENTAL CONTEXT OF FOOD PRODUCTION, PREPARATION, AND CONSUMPTION. THROUGH AN EXAMINATION OF THE CASE OF ITALIAN FOOD CULTURE, LEARNERS WILL ACQUIRE SPECIFIC KNOWLEDGE AND DEEPER UNDERSTANDING OF HUMAN FOOD SYSTEMS IN A GLOBAL CONTEXT, AND THUS SEVERAL ISSUES OF CONTEMPORARY GLOBAL SIGNIFICANCE, SUCH AS THE PRESERVATION OF REGIONAL FOOD CULTURE IN A INCREASINGLY GLOBALIZED CONTEXT, GENDER AND FOOD CULTURE, ISSUES OF SUSTAINABILITY AND WASTE. STUDENTS WILL BECOME FAMILIAR WITH NON-US PERSPECTIVES ON FOOD SYSTEMS OF TODAY, AND MAKE COMPARISIONS THAT WILL DEEPEN THEIR INSIGHTS ON US PERSPECTIVES ON FOOD SYSTEMS, CONSUMPTION AND CULTURE.

Page 1 of5

B)

C)

D)

E)

F)

Ver. 8

UCF Approved: 10/27/2011

Address a number of topics in depth:

THE MAIN FOCUS OF THE COURSE IS ITAUAN FOOD CULTURE IN A GLOBAL CONTEXT. IN ADDffiON TO THE FACTORS THAT SHAPE THE SPECIFIC FOOD CULTURE OF ITALY-THAT IS, THE GEOGRAPHY, HISTORY AND SOCIO-POLffiCAL CONTEXT OF THE REGION-LEARNERS WILL EXPLORE IN DEPTH A NUMBER OF TOPICS CRffiCAL TO GLOBAL SOCIETY TODAY: SUSTAINABIUTY, FOOD CONSUMPTION AND WASTE, THE ETHICS OF GMOS, ISSUES OF FOOD AND GENDER, FOOD CULTURE IN THE AGE OF MIGRATION, FOOD AS MARKER OF CULTURAL AND/OR ETHNIC IDENTITY. ALL TOPICS ARE EXAMINED THROUGH PREPARATORY READINGS, BRIEF LECTURES TO CONTEXTUAUZE THE TEXT, AND COLLABORATIVE IN-CLASS ANALYSIS OF THESE MATERIALS.

Make an effort to integrate knowledge from a variety of perspectives:

IN ORDER TO INTRODUCE AND ANALVZE KEY CONCEPTS AND THEMES, STUDENTS ARE .. EXPOSED TO ESSAYS, SHORT DOCUMENTARIES, AND MANIFESTOS REPRESENTING A VARIETY OF PERSPECTIVES THAT EXEMPLIFY THEM. STUDENTS DEEPEN THEIR UNDERSTANDING AND APPRECIATION OF FOOD CULTURE AND ITS CULTURAL, POLITICAL AND ENVIRONMENTAL RAMIFICATIONS THROUGH ENGAGEMENT WITH A VARIETY OF PERSPECTIVES REPRESENTED BY THESE SOURCES. IN THIS WAY, LEARNERS ARE ESPECIALLY ENCOURAGED TO EXAMINE ISSUES IN FOOD CULTURE FROM DIFFERENT PERSPECTIVES AND GO BEYOND STEREOTYPICAL IMAGES ATTACHED TO THEM. BY EXCHANGING OPINIONS ABOUT THE INTRODUCED CONCEPTS WITH THEIR PEERS AND EVALUATING DIFFERENT PERSPECTIVES AND OPINIONS, STUDENTS LEARN NOT ONLY ABOUT THE

. CONCEPT ITSELF, BUT ALSO ABOUT UNDERSTANDING AND APPRECIATING OTHERS' OPINION AND VALUES.

Provide insight to issues of the 21st century and/or important issues in students' lives:

THROUGH AN EXPLORATION OF FOOD CULTURE IN ITALY, STUDENTS LEARN ABOUT ESSENTIAL ISSUES OF 21ST CENTURY GLOBAL SOCIETY SUCH AS SUSTAINABLE FOOD SYSTEMS, REGIONAL IDENTITY IN THE AGE OF GLOBALIZATION, FOOD SECURITY, CONSUMPTION AND WASTE. IN PARTICULAR, STUDENTS WILL GAIN PERSPECTIVE ON NON-US ATTITUDES TOWARD THESE ISSUES. BY GAINING AN APPRECIATION FOR, ANALYZING, AND CRffiQUING THESE VALUES, STUDENTS WILL BETTER UNDERSTAND THE VALUES THAT DEFINE U.S. ATTITUDES TOWARDS FOOD SYSTEMS, SUSTAINABIUTY AND FOODWAYS.

Include problem-based learning appropriate to the topic:

STUDENTS EXAMINE ESSAYS, DOCUMENTARY FILMS AND MANIFESTOS TO INTERPRET THEMES IN THE CONTEXT OF ITALIAN FOOD CULTURE AND THE VALUES REPRESENTED THEREIN. THEY MUST ALSO ANALVZE AND COMPARE THOSE VALUES WITH RESPECT TO THOSE OF NOT ONLY THE US, BUT ALSO 21ST CENTURY GLOBAL SOCIETY.

Provide an introduction to the analytical tools of the discipline(s) offering the course:

STUDENTS ARE REQUIRED TO READ, PARAPHRASE, ANALVZE, AND EXPLAIN ARGUMENTS LAID OUT IN

Page2of6

UCFAooroved: 10/27/2011

CRITICAL ESSAYS, DOCUMENTARY FILMS AND MANIFESTOS. STUDENTS WILL BE INTRODUCED TO TEXTS, DICTIONARIES AND OTHER ONLINE TOOLS ESSENTIAL FOR THE STUDY OF ITALIAN HISTORY AND FOOD CULTURE.

Please insert course syllabus below:

PLEASE SEE ATTACHED.

Each Tier 2 course must assign at least one primary influential (non-textbook) expository source. Please indicate below and in your inserted syllabus which source(s) is a primary expository source. Please indicate below how this source(s) makes an influential argument about a major idea in the field.

THE PRIMARY EXPOSITORY TEXTS ARE:

1) "WHY ITALIANS LOVE TO TALK ABOUT FOOD", KOSTIOUKOVITCH, ELENA (FARRAR, STRAUS AND GIROUX, 2009).

2) MONTANARI, MASSIMO, "FOOD AND THE NATION" (COLUMBIA UNIVERSITY PRESS, 2013).

3) PETRINI, CARLO, "SLOW FOOD NATION" (RIZZOLI EX LIBRIS, 2007).

THE FIRST SOURCE IS AN INTRODUCTION TO ITALIAN FOOD CULTURE THROUGH THE HISTORY, POLIDCS AND GEOGRAPHY OF THE REGION, WHICH EMPHASIZES HOW FOODWAYS DEMONSTRATE CENTURIES OF ITALIAN EXCHANGE WITH ITS EUROPEAN, NORTH AFRICAN AND MIDDLE EASTERN NEIGHBORS. THE SECOND DRAWS FROM EUROPEAN HISTORY, SHOWING HOW LOCAL AND GLOBAL INFLUENCES CAME TO DEFINE ITALIAN FOOD CULTURE AND IDENTITY, AND HOW PERCEPTIONS OF THAT IDENTITY WERE CHANGED BY 19TH CENTURY EMIGRATION. IN THE THIRD, CARLO PETRINI--THE FOUNDER AND LEADER OF THE INTERNATIONAL SLOW FOOD MOVEMENT--OUTLINES MANY CRIDCAL FOOD ISSUES WE AS A GLOBAL NATION FACE TODAY; PETRINI SHOWS HOW SLOW FOOD ROSE FROM A LOCAL ITALIAN MOVEMENT TO A WORLD PHENOMENON, WHICH ENGAGES WITH ISSUES OF SUSTAINABILITY, REGIONAL CULTURAL AND GLOBALIZATION, FOOD WASTE AND CULTURAL ATTITUDES TOWARD FOOD SYSTEMS.

Competencies: (Choose one additional)

D Creative Thinking liD Critical Thinking 0 Information Literacy

Ver. 8 Page3of6

Interpersona I Effectiveness

D Quantitative Reasoning

Multilingual Communication

D Technological Fluency 00 Written Communication

Please insert an explanation of how students will continue developing your chosen Competencies (including methods of evaluation):

1) CRITICAL THINKING. STUDENTS WILL BE ASKED TO PERFORM ALL THE KEY ELEMENTS FOR THIS COMPETENCY (LOGICAL ARGUMENTATION, EVALUATION, ANALYSIS, SYNTHESIS) IN THE FOLLOWING WAYS: 1) BY ANALVZING A VARIETY OF ESSAYS, DOCUMENTARY FILMS AND MANIFESTOS IN ORDER TO IDENTIFY THE PERSPECTIVES HELD BY ITALIAN CffiZENS ON A VARIETY OF ISSUES RELATED TO ITALIAN FOOD CULTURE 2) BY EXAMINING THESE TEXTS TO UNDERSTAND THE COMPLEX CAUSES AND EFFECTS OF 21ST CENTURY ISSUES GLOBAL ISSUES RELATED TO ITALIAN FOOD CULTURE 3) BY RESEARCHING AND CRffiCALLY EVALUATING TEXTS, WHICH RELATE TO CRffiCAL ISSUES IN ITALIAN FOOD CULTURE FOR THE RESPONSE BLOGS.

2) WRIDEN COMMUNICATION. STUDENTS WILL KEEP A BLOG, ADD ENTRIES ANALVZING THE MAJOR TOPICS DISCUSSED IN CLASS, AND COMMENT ON THEIR CLASSMATES' ENTRIES. IN THIS WAY, THEY WILL BE ASKED TO PERFORM ALL THE KEY ELEMENTS FOR THIS COMPETENCY. THE INSTRUCTOR WILL EXAMINE THE BLOGS FOR CONTENT (ARGUMENT COMPREHENSION, ARGUMENT CONSTRUCTION, ACADEMIC HONESTY) AS·.WELL AS GRAMMATICAL FORMS (AUDIENCE AWARENESS, CORRECTNESS).

3) ORAL COMMUNICATION: STUDENTS WILL BE ASKED TO PERFORM ALL OF THE KEY ELEMENTS FOR THIS COMPETENCY (ORAL INTERACTIONS, EFFECTIVE LISTENING, PRESENTATION AND AUDIENCE) IN THE FOLLOWING WAYS: 1) STUDENTS WILL ENGAGE IN CLASSROOM DISCUSSION ON ISSUES PERTAINING TO ITALIAN FOOD CULTURE WITHIN A GLOBAL CONTEXT; 2) STUDENTS WILL PROVIDE FEEDBACK TO THEIR PEERS DURING ORAL PRESENTATIONS; 3) STUDENTS WILL CREATE ORAL PRESENTATION FOR THE AUDIENCE OF THEIR PEERS ON THE RESULTS OF THEIR RESEARCH.

Discussion(s) of Values: (Choose at least one)

D Aesthetic Sensitivity 0 Civic Engagement

0 Ethical Judgment 0 Human Diversity

[8J Environmental Awareness

[8J Rational Thought

Please insert an explanation of how your chosen Discussion(s) of Values will be addressed in this course (including methods of evaluation).

1) ENVIRONMENTAL AWARENESS

THE INTERRELATIONSHIP BETWEEN ITALIAN FOOD CULTURE AND SEVERAL PRESSING 21ST CENTURY ENVIRONMENTAL CONCERNS IS ONE OF THE CORE THEMES OF THIS COURSE. STUDENTS WILL EVALUATE AND DISCUSS HOW NON-US FOOD SYSTEMS IMPACT THE ENVIRONMENT, THROUGH THE ANALYSIS OF SUSTAINABILITY AND REGIONAL FOOD CULTURE, FOOD CONSUMPTION AND WASTE.

2)RATIONAL THOUGHT

THROUGHOUT THE COURSE, STUDENTS WILL BE EXPOSED TO THE TOOLS NECESSARY FOR CRITICAL ANALYSIS, AND THEY WILL ALSO APPLY THEM TO A VARIETY OF TEXTS (ESSAYS, DOCUMENTARY FILM, MANIFESTOS) IN A VARIETY OF MODES. THEIR RESPONSE BLOGS AND ORAL PRESENTATION WILL REQUIRE THEM TO USE THEIR RATIONAL THINKING CAP ACmES TO ANAL VZE AN ASPECT OF ITALIAN FOOD CULTURE, WHILE ALSO MAKING COMPARISONS WITH THEIR HOME CULTURE.

Ver. 8 Page4of6

Attachment of LEP Tier 2 Course Proposal:

ITA 220: Italian Food Culture in Italy and America

Box B: Tier 2 Areas of Knowledge & Experience Global Awareness

Box C: Intellectual Foundations Component Primary Expository Texts: 1) Why Italians Love to Talk about Food. Kostioukovitch, Elena (Farrar, Straus and Giroux, 2009). 2) Food and the Nation. Montanari, Massimo (Columbia University Press, 2013). 3) Slow Food Nation. Petrini, Carlo (Rizzoli Ex Libris, 2007).

Box D: Tier 1 Requisite Courses: First Year Experience Critical Thinking Written Communication (Pre or Co-requisite)

Box E: Competencies Critical Thinking Oral Communication Written Communication

Box F: Discussion of Values Environmental Awareness Rational Thought

Catalogue Description: A critical examination of Italian food culture from a historical, socio-political and environmental perspective. Investigates the role that the production, preparation and consumption of food has played in the development of Italian and Italian American culture and identity; considers food culture as a means of preserving regional identity; and explores issues of sustainability and food culture in a global context. In English.

Rationale: This course is designed to appeal to not only students interested in Italian history and society, but it will also aim to attract students from other disciplines who are interested in food culture and its connection to contemporary global issues (such as sustainability and globalization) and want to combine the study of Italian culture with their primary field of study.

Learning Objectives: As a· result of successful completion of this course, students will be able to achieve the following outcomes, the assessment of which is outlined below: (1) communicate (in written and oral form) an awareness of the role that the production, preparation and consumption of food plays in the development of

Italian history and culture [L0-1]; (2) examine, interpret and analyze the role played by food as Italians seek to understand and respond to cultural and social transformations of the age [L0-2]; (3) locate, critically evaluate and use information about issues in contemporary food systems, including sustainability, food consumption and waste [L0-3];

----------,("-><4Pr)-------.,e""x""p~re"Bs an edm::aTeu-opinirm-mr a variety of-poiiticai-;---social---arrd------------environmental issues related to food culture in 20th century Italy and beyond, including attitudes towards food systems in the age of globalization, and food culture as marker of cultural and ethnic identity within migrant communities [L0-4].

Course Outline

Week 1 Topic: Class:

Readings:

Food and Culture

./ Introduction to Food and culture. Why is it important to study what people eat?

./ Differences in American vs. Italian foodways; American expectations of Italian foodways;

./ Food meanings: personal, interpersonal, societal cultural levels;

./ Cross-cultural differences and patterns.

Counihan, C. & Van Esterik P. (Eds.), Food and Culture (sel.)

LEP Components Addressed: Competencies: Critical Thinking

Discussion of Values: Oral Communication Environmental Awareness Rational Thought


Readings:

Focus on Italy

../ Brief introduction to Italian history and geography, and effects on regional foodways;

../ Majors themes of cuisines, from region to region.

Before there was an Italy there was a Europe (pp.3-6) & Invention of regional cooking (pp:75-83) in Food and the Nation (Massimo Montanari).



Oral Communication Written Communication

Discussion of Values: Environmental Awareness Rational Thought

Week 3 Topic: Food, a unifying force in a fragmented society

~~~~~~~~~~.~~~~~~~~~~~~~~~~~~--------------~------~--------------

Readings:

./ Differences and similarities between regions; broad common elements;

./ The "Mediterranean diet": what is it, how it is represented in the American media; ideas of nutrition today in Italy vs. the US.

Introduction, Food as Culture (Montanari). Introduction (pp.ll-12), Science in the Kitchen and the Art of Eating Well (Pellegrino Artusi). Introduction (pp. IX-XII) (Umberto Eco) & Introduction (pp. XV-XX) (Elena Kostioukovitch), Why Italians Love to Talk about Food.



Discussion of Values:

Oral Communication Written Communication Environmental Awareness Rational Thought

Week4 Topic:

Class:

Readings:

Italian Foodways 1: Piedmont, Lombardy and their French neighbors

./ Regional history and geography, as well as their effects on foodways;

./ Major themes & products;

./ Analyzing the image and myths of Italian food in Italy and abroad by media and marketing.

Lombardy (pp. 63-79) & Piedmont (pp.109-129) (Kostioukovitch).


LEP Components Addressed: Competencies:


Critical Thinking Oral Communication Written Communication Environmental Awareness Rational Thought


Readings:

Italian Foodways ll: The Veneto and the art of spice



./ Seasonal eating and the history of food preservation methods embedded in Italian foodways.

The Veneto and the city of Venice (pp.19-31) (Kostioukovitch).

Assessment: Quiz #1




Week6 Topic:

Class:

Readings:

Italian Foodways ill: Liguria and Emilia Romagna: Denominazione di origine



./ Strategies for protecting "quality" and food diversity;

./ Regional products: the advent of DOP, DOC, DOCG;

./ Analyzing "food protection" strategies.

Liguria (pp.l39-151)& Emilia Romagna(pp.165-191) (Kostioukovitch).



Oral Communication Written Communication

Discussion of Values: Environmental Awareness Rational Thought

Week7 Topic: Class:

Italian Foodways IV: Tuscany, Umbria and "la cucina povera"



./ Tuscan and Umbrian foodways in a geographical, historical and

Readings:

socio-economical context: the mezzadria and "cucina povera"; ./ Folklore, food-centered customs, and food in the contrada

culture.

Tuscany (pp.211-233) and Umbria (pp. 249-253) (Kostioukovitch).





Week8 Topic: Class:

Readings:

Italian Foodways V: the Mezzogiorno and the Islands

./ Regional history and geography, as well as their effects on food ways;


./ Southern crossroads: one food culture or many?

Campania and the city of Naples (pp. 345- 355) & Pasta (pp. 235-247) (Kostioukovitch) Palermo: Pasta and the planisphere(pp. 17-36), Delizia (John Dickie) Sardegna (pp. 463-475) (Kostioukovitch)


Discussion of Values: Oral Communication Environmental Awareness Rational Thought


Readings:

Quiz 2/ Food and gender politics

./ Food preparation, gender roles and the Italian family: myths and evolution

Excerpts from Casalingitudine (Engl. Trans. Housewifery) (pp. 5- 24) (Clara SerenO.

Assessment: Quiz #2



Critical Thinking Oral Communication Written Communication Rational Thought


Readings:

Food Issues Today

o/ Food production today: small vs. large-scale production and distribution;

o/ What is "organic", "GMO-free" and "local"? A cross-cultural comparison of food regulation;

o/ Supermarkets vs. small stores; marketing culture and product sourcing;

o/ What is "buono, pulito e giusto"? How important is tradition in determining quality?

Selections from In Defense of Food: An Eater's Manifesto (Michael Pollan)






Readings:

McDonalds comes to Piazza Navona: the Slow Food movement

o/ The Italian response to contemporary food issues: Slow food in Italy and around the world;

o/ Slow food strategies: education and product protection; o/ Slow food and the gender paradox.

Manifesto of Slow Food (pp. XI-XII) & McDonalds vs. Slow Food (pp. 27-36) in Slow Food (Carlo Petrini). Slow Food (pp. 81-89) (Kostioukovitch).






Going global: The Italian case/ Quiz 3

./ Protectionism, Americanization and McDonald': two case studies: Lucca & Altamura.


Screening: Foccaccia Blues, 2009. Dir. Nico Cirasola

Assessment: Quiz #3





Readings:

Emigration and the birth of "Italian-American" cuisine

./ Italian emigration and Italian food's assimilation into other cultures;

./ Case study: New Haven.

Italian American Food and Foodways (pp.245-248), The Italian American Experience: An Encyclopedia (Luisa Del Giudice). "The Bread is Soft": Italian foodways, American abundance. (pp. 48-83) in Hungering for America : Italian, Irish, and jewish foodways in the age of migration. (Hasia Diner). . The American Response to Italian Food: 1880-1930. (pp. 75-90) in Counihan, C. M. (ed.) Food in the USA: A Reader (Harvey Levenstein).





Week 14 Topic: A new Italy: Immigration and world cuisines Class:

./ New immigration and the proliferation, of world cuisines in Italy;

./ Immigrants and their role in food production.

Readings: 'Race riots grip Italian town, and Mafia is suspected', Tbe New York Times (Rachel Donadio). 'Immigration in Italy: Southern Misery', Tbe Economist (Marco Rovelli).



Week 15 Presentation of Final Projects

Assessment: Final project



Methods of Evaluating Students

Critical Thinking Oral Communication Environmental Awareness Rational Thought

Critical Thinking Oral Communication Environmental Awareness Rational Thought

The students will demonstrate their competencies through the following: (1) Written assignments (blog) 20% (LO 1, 2, 3, 4) (2) Quizes 20% (LO 1, 2, 3, 4) (3) In-class discussions 35% (LO 1, 2, 3, 4) (4) In-class presentations 25% (LO 1, 2, 3, 4)

Acknowledgements from Affected Departments: n/a

Southern Connecticut State University Fall2014

Clas~ meeting: TBD E-mail: [email protected] Classroom: TBD

Course Description:

Dr. Erin Larkin

Office: Englet,p.an D176 Office Hours: TBD

A critical examination of Italian food culture from a historical, socio-political and environmental perspective. Investigates the role that the production, preparation and consumption of food have played in the development of Italian and Italian American culture and identity. Considers food culture as manifestation of regional identity and explores issues of sustainability within a global context. In English.

Required Readings: All required readings and activities will be available on Blackboard. Please print out readings before class so that you may refer to it during class discussion (or, as an alternative, you may bring a tablet or laptop computer to class to view the PDF file).

Course Requirements/Evaluation Criteria:

Throughout the semester, students will be evaluated as follows:

I. Class participation (35%): Students are expected to attend every class on time and to engage in meaningful class discussions about materials assigned throughout the semester. On occasion, students will be asked to make informal class presentations and lead discussion.

II. Oral Presentations (25%): In the last week of class meetings, students will give a final multimedia presentation, on a topic of the student's choice in consultation with the professor. More information will be given in class.

m. Quizzes (20%): There will be three in-class quizzes, which will cover material from class discussion, activities and readings. More information will be given prior to each quiz.

IV. Written assignments (20%): All students will keep a blog for the course, adding entries analyzing the major topics discussed in class and commenting on their classmates1 entries. More information will be given in class about creating and maintaining your blog.

NOTE: There will NOT be a t1nal exam.

Attendance Absences are limited to three per semester, and the student is responsible for all missed work. Three tardies will be counted as one absence. Each absence over 3 will be result in a one-point deduction from your final grade. If you accrue a significant number of absences over 3, you will be asked to withdraw from the course. Students are expected to participate actively in class activities and discussion. Students who are forced to miss class for academic or sports related reasons should contact Professor Larkin at the beginning of the semester.

Courtesy An environment of mutual respect is appreciated in the classroom; therefore please make sure that all cell phones are turned off. Also, note that with the exception of beverages, absolutely no food will be allowed during class. Thank you for your cooperation!

How to succeed It is essential that you come to class prepared. Coming to class without reading the material will prevent you from actively participating in discussion. Contribute to the conversation, be engaged with the material! Share your views with the rest of the group!

Statement on Disabilities/ Accommodations Southern Connecticut State University provides reasonable accommodations in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, for students with documented disabilities on an individualized basis. If you are a student with a documented disability, the University's Disability Resource Center (DRC) can work with you to determine appropriate accommodations.

Before you receive accommodations in this class, you will need to make an appointment with the Disability Resource Center located at EN C-1 05A. Please see me to discuss your approved accommodations as soon as possible.

Dropping a course A student who decides to drop a course must promptly notify Professor Larkin as well as the Registrar's office. If a student does not notify the Registrar's office and the student's name appears on the class list at the end of the semester she/he will

. receive an F as a grade.

***

Course Calendar

Weekl Topic:

Class:

Readings:

Week2 Topic:

Class:

Readings:

Food and Culture

./ Introduction to Food and culture. Why is it important to study what people eat?

./ Differences in American vs. Italian foodways; American expectations of Italian foodways .

./ Food meanings: personal, interpersonal, societal cultural levels .

./ Cross-cultural differences and patterns.

Selected readings from Counihan, C. & Van Esterik P (Ed.) 0997). Food and Culture: A Reader.

Focus on Italy

./ Brief introduction to Italian history and geography, and effects on regional foodways .

./ Majors themes of cuisines, from region to region.

Before there was an Italy there was a Europe (pp.3-6) & Invention of regional cooking (pp.75-83) in Food and the nation (Massimo Montanari)


Week3 Topic:

Class:

Readings:

Foodt a unifying force in a fragmented society

./ Differences and similarities between regions; broad common elements .

./ The "Mediterranean diet": what is it, how it is represented in the · American media; ideas of nutrition today in Italy vs. the US.

Introduction, Food as culture (Montanari); Introduction (pp.ll-12), Science in the kitchen and the art of eating well (Pellegrino Artusi); Introduction (pp. IX-XII) (Umberto Eco) & Introduction (pp. XV-XX) (Kostioukovitch), Why Italians Love to Talk about Food.


Week4 Topic:

Class:

Readings:

Italian Foodways I: Piedmont, Lombardy and their French neighbors


./ Major themes & products .

./ Analyzing the image and myths of Italian food in Italy and abroad by media and marketing.

Lombardy (pp. 63-79) & Piedmont (pp.l09-129) (Kostioukovitch)


·week5 Topic:

Class:

Readings:

Italian Foodways IT: The Veneto and the art of spice


./ Major themes & products .

./ Seasonal eating and the history of food preservation methods embedded in Italian foodways.

The Veneto and the city of Venice (pp.l9-31) (Kostioukovitch)

Assessment: Quiz #1

Week6 Topic:

Class:

Readings:

Italian Foodways ill: Liguria and Emilia Romagna: Denominazione di origine



./ Strategies for protecting "quality" and food diversity;

./ Regional products: the advent of DOP, DOC, DOCG;

./ Analyzing "food protection" strategies.

Liguria (pp.139-151)& Emilia Romagna (pp.165-191) (Kostioukovitch)


Week7 Topic:

Class:

Italian Foodways IV: Tuscany, Umbria and "la cucina povera"

Readings:



./ Tuscan and Umbrian foodways in a geographical, historical and socio-economical context: the mezzadria and "cucina povera";

./ Folklore, food-centered customs, and food in the contrada culture.

Tuscany (pp.211-233) and Umbria (pp. 249-253) (Kostioukovitch)


WeekS Topic:

Class:

Readings:

Week9 Topic:

Class:

Italian Foodways V: the Mezzogiorno and the Islands



./ Southern crossroads:. one food culture or many?

Campania and the city of Naples (pp. 345- 355) & Pasta (pp. 235-247) (Kostioukovitch2 Palermo: Pasta and the planisphere(pp. 17-36), Delizia Oohn Dickie) Sardegna (pp. 463-475) (Kostioukovitch)

Quiz 2/ Food and gender politics

./ Food preparation, gender roles and the Italian family: myths and evolution

Readings: Excerpts from Casalingitudine (Housewifery) (pp. 5- 24) (Clara Sereni)

Assessment: Quiz #2

Week 10 Topic:

Class:

Food Issues Today

./ Food production today: small vs. large-scale production and distribution;

./ What is "organic", "GMO-free" and "local"? A cross-cultural comparison of food regulation;

./ Supermarkets vs. small stores; marketing culture and product sourcing;

./ What is "buono, pulito e giusto"? How important is tradition in determining quality?

Readings: Selections from In Defense of Food: An Eater's Manifesto (Michael Pollan)


Week 11 Topic:

Class:

Readings:

McDonalds comes to Piazza Navona: the Slow Food movement

./ The Itali.an response to contemporary food issues: Slow food in Italy and around the world;

./ Slow food strategies: education and product protection;

./ Slow food and the gender paradox.

Manifesto of Slow Food (pp. XI-XII) & McDonalds vs. Slow Food (pp. 27-36) in Slow Food (Carlo Petrini) Slow Food (pp. 81-89) (Kostioukovitch)


Week 12 Topic:

Class:

Going global: The Italian case/ Quiz 3

./ Protectionism, Americanization and McDonald': two case studies: o Lucca. o Altamura


Screening: Foccaccia Blues, 2009. Dir. Nico Cirasol~

Assessment: Quiz #3

Week 13 Topic:

Class:

Readings:

Emigration and the birth of "Italian-American" cuisine

./ Italian emigration and Italian food's assimilation into other cultures;

./ Case study: New Haven.

Italian American Food and Foodways (pp.245-248), The Italian American Experience: An Encyclopedia (Luisa Del Giudice). "The Bread is Soft": Italian foodways, American abundance. (pp. 48-83) in Hungering for America : Italian, Irish, and jewish foodways in

the age of migration. (Hasia Diner) The American Response to Italian Food: 1880-1930. (pp. 75-90) in Counihan, C. M. (ed.) Food in the USA: A Reader (Harvey Levenstein).


Week i4 Topic:

Class:

Readings:

Week 15

A new Italy: Immigration and world cuisines

../ New immigration and the proliferation of world cuisines in Italy;

../ Immigrants and their role in food production.

'Race riots ·grip Italian town, and Mafia is suspected', Tbe New York Times (Rachel Donadio). 'Immigration in Italy: Southern Misery', Tbe Economist (Marco Rovelli).

Presentation of Final Projects

***

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