Croatian Language and Literature

Transcription

University of Split
School of Humanities
PROPOSAL FOR
THE GRADUATE DEGREE PROGRAMME
Croatian Language and Literature
Prof. Dr Joško Boţanić
Head of School of Humanities
Prof. Dr Ivan Pavić
Head of Split University
Split, 15 March 2005
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
DEGREE PROGRAMME
Graduate Degree Programme: Croatian Language and
Literature
University of Split
School of Humanities
Radovanova ulica 13, HR-21000 Split
Phone: + 385 21 488 486
Fax: + 385 21 489 582
[email protected]
http: //www.ohz.unist.hr
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1. Introduction
1.1. General information about the programme
There is a strong need in the labour market for teachers of Croatian in primary and secondary schools and
for professionals in Croatian studies to work in a variety of social and cultural institutions. The graduate
degree programme of studies in Croatian language and literature has been designed as a double major study
in combination with a foreign language or history. A double major enables a wider range of knowledge
needed for work in education, culture and media. The Master of Education in Croatian Studies will be able
to work in all areas of teaching in primary and secondary schools. The Master of Arts in Croatian Studies, as
a professional in Croatian language and literature, will be able to work in areas other than teaching such as
publishing, media and in various cultural and social institutions. After successful completion of graduate
studies, it is possible to continue with post-graduate studies and in the field of research.
The existence of the School of Humanities in Split so far has been completely justified socially, academically
and culturally, and by the great interest among students to continue their studies in this area.
The study programme is related to modern academic insights as follows:
It includes the fundamental topics of certain academic disciplines and the latest research insights. The
proposed teaching topics and teaching methods, focused on individual work with students, are designed to
increase student participation thereby developing their critical thinking skills and creativity.
Comparability with programmes from other eminent foreign universities:
The study programme of Croatian language and literature in foreign universities is not comparable to the
same study programme in Croatian universities because Croatian language and literature is studied abroad
within Slavic studies, for example in Oddelek za slovanske jezike in knjiţevnosti Filozofske fakultete Univerze v
Ljubljani. This is undoubtedly one of the major reasons why foreign students study at Croatian universities
as they wish to attain a more all-encompassing knowledge of Croatian studies which is necessary for
academic research and other activities. This is exactly what the Study programme of Croatian Language and
Literature offers and the School of Humanities in Split University provides.
The Department of Croatian in Split effectively co-operates with related departments in Croatian
universities in Zagreb, Rijeka, Osijek and Zadar.
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1.2. Previous experience in the implementation of equivalent or
similar programmes
The Department of Croatian has been educating future teachers, and graduates with a specialisation in
culture, in Croatian studies in the School of Humanities in Split University since 2001/2002.
1.3. Student mobility scheme
The student mobility scheme will be established on the basis of inter-university agreements. These
agreements are intended for signing by all the Croatian faculties of Zagreb, Zadar, Rijeka and Osijek.
In the aim of international co-operation, a few foreign universities will sign the agreements including:
Univerza v Ljubljani (Slovenia), Università degli Studi Gabrielle d'Annunzio, Pescara (Italy) and
Universiteit van Amsterdam – UvA (The Netherlands).
1.4. Other elements and necessary information
- Possible partners outside of the higher education system, who will certainly express an interest in the
study programme or could be interested in its initiation, are the following: Primary and secondary schools,
publishers, media, including newspapers, radio and television, theatres, and various social and cultural
institutions (not only in Split and Dalmatia).
- Duration of a contact hours at the University of Split is 45 minutes. One ECTS represents 30 hours
of student's workload.
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2. General description
Type of
Programme
Graduate studies
Programme Title
Croatian Language and Literature:
Teacher Training (double-major)
Croatian Cultural Studies (double-major)
Institution
Proposed by
School of Humanities, Split University
Implemented
by
Department of Croatian
Duration
2 years
ECTS
60 (double-major) credits
Admission
Requirements
Completed undergraduate studies (BA) in Croatian Language and
Literature
Minimum ECTS credits: 180
OTHER REQUIREMENTS: minimum average grade according to the
Faculty Statute.
Learning
outcomes and
competences
Teaching in primary and secondary schools. Work in various cultural
institutions, in publishing and media, in jobs involving proof-reading, editing
and journalism.
Familiarisation with academic research in linguistics and literature.
Access to further
studies
Those who are eligible can enrol in doctoral studies at another university in
Croatia or abroad.
Qualification
awarded
Master of Education in Croatian Language and Literature – after completion
of the teaching specialisation.
Master of Croatian Studies (in linguistics and literature) – after completion
of the cultural specialisation.
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3. Study/Degree programme
3.1. Programme structure with credits
3.1.1. Teacher Education
1st Semester
Course
code
Course title
*Core course:
Basics of Pedagogy
*Core course:
Didactics
Core course:
Stylistics
**Elective course:
Introduction to Socio-Humanistic Informatics
Croatian Dialects
Intoduction to History of Film
Media in Education
Philosophy of Education
Teacher Sociology
Total:
*Lectures+Seminars/Exercise courses/Advisory hours
Conatct
hours*
ECTS
30+30
5
30+30
5
15+15
4
15+15
15+15
15+15
15+15
15+15
15+15
3
3
3
3
3
3
75+75
15
150
*Core courses in double major degree programme in teacher education. Credits obtained for these courses are evenly
distributed to both study programmes (2.5 credits for each course, 5 credits altogether).
**Student chooses two courses
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2nd Semester
Course
code
Course title
*Core course:
Psychology of Education
*Core course:
Sociology of Education
Core course:
Literature of Youth
**Elective course:
Croatian Maritime Lexicography
Logic
Intoduction to Comparative Literature
Research Methods in Social Sciences and Humanities
Croatian as Foreign Language
Twentieth Century Theories Researching Language and
Literature
Total
Contact
hours*
ECTS
30+30
5
30+30
5
15+15
4
15+15
15+15
15+15
15+15
15+15
15+15
3
3
3
3
3
3
75+75
15
150
*Core courses in double major degree programme in teacher education. Credits obtained for these courses are evenly
distributed to both study programmes (2.5 credits for each course, 5 credits altogether).
3rd Semester
Course
code
Course title
Core course:
Methodology of Croatian Language Teaching
Core course:
Methodology of Literature Teaching
Core course:
Methodology of Teaching Oral and Written Communication
**Elective course:
Theatre Culture
Extracurricular Language-Artistic Activities at School
Language Difficulties of Pupils in Primary and Secondary
Schools
Introduction to Pedagogy of Dramatic Arts
Language Editing and Proofreading
Total
**Student chooses one corse
6
Contact
hours*
ECTS
15+30
5
15+30
5
15+15
3
15+15
15+15
15+15
2
2
2
15+15
0+30
2
2
60+90
15
150
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4th Semester
Course
code
Course title
Core course:
Media Culture in Teaching
Core course:
Teaching Practice
Master thesis
Master thesis in the graduate double-degree programme =
20 ECTS (10 ECTS per study programme).
Total
7
Contact
hours*
ECTS
15+15
2
0+75
Supervisor
hours
0+10
3
10
(+10
=20)
15+100
15
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3.1.2. Cultural Studies
1st Semester
Course
code
Course title
Core course:
Croatian Literary Criticism
Core course:
Croatian Maritime Cultural Heritage
**Elective course:
Intoduction to Croatian Film
Culture and Environment
Sociolinguistics
Lingustic Typology and Croatian Language
Mythical Victimary Structures of Croatian Literature
Total:
Conatct
hours*
ECTS
15+30
4
15+30
4
15+15
15+15
15+15
15+15
15+15
15+15
3
3
3
4
4
4
60+90
15
150
2nd Semester
Course
code
Course title
Core course:
Sociology of Culture
Core course:
Introduction to Comparative Literature
**Elective course:
Film in the Era of Modernism and Post-Modernism
Greek Colonisation of the East Adriatic
Introduction of Philosophy
Amid Semiotics and Semiology
Religion in Croatian Culture
Total
8
Contact
hours*
ECTS
15+30
4
15+30
4
15+15
15+15
15+15
15+15
15+15
15+15
3
3
3
4
4
4
60+90
15
150
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3rd Semester
Course
code
Course title
Core course:
Stylistics
Core course:
Theatre Culture
**Elective course:
Social History of Ideas and Ideologies
Symolic Logic
Philosophy of Science
Exercise Course of the Croatian Film (1950-ies, 1960-ies, 1970ies, contemporery film)
Comparative Literature of the Antiquity
Social Anthropology of Mediterranean: Communities,
Societies, Modernization
Total
Contact
hours*
ECTS
15+30
4
15+30
4
15+15
15+15
15+15
3
3
3
15+15
15+15
4
4
15+15
4
60+90
15
150
4th Semester
Course
code
Course title
Core course:
Core course:
Master thesis
Master thesis in the graduate double-degree programme =
20 ECTS (10 ECTS per study programme).
Total
9
Contact
hours*
ECTS
15+30
3
0+45
Supervisor
hours
0+10
2
10
(+10
=20)
15+85
15
100
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3.2. Course information
3.2.1. Teacher Education
Course title
Course code
Type of course
Basics of Pedagogy
Lectures/Advisory Hours
Core course
Basic level course
Level of course
1st
1st
Year of study
Semester
5 ECTS
ECTS
60 lecture hours (45 contact hours) = 1,50 ECTS
(Number of
credits allocated) 105 student study time = 3,50 ECTS
Name of lecturer Josip Milat, Ph.D., Full Professor
Students acquire basic theoretical knowledge and practical skills that are
Learning
needed for successful organization and implementation of pedagogical
outcomes and
processes and activities in educational practice.
competences
Students are able to show understanding of a) basics of pedagogy (i.e. the
theory and practice of education) , b) social and historical dimension of
pedagogical theory and practice, c) developmental trends in alternative
pedagogical theories and practices, d) basic characteristics and development
of school systems, e) methods and aspects of pedagogical action in the
process of education.
Students get insight into the methodology of pedagogical research.
Competences and skills acquired upon the completion of undergraduate
Prerequisites
study programme.
Course contents Definition of pedagogy, aim and objectives, basic concepts, pedagogy and
other sciences
Education and training as fundamental pedagogical categories, the nature of
the so-called general education
Historical and developmental dimension of pedagogy, the process of getting
knowledge and skills – education and training as conditioned processes.
Pedagogical theories of personality development – development stages,
aspects and levels of a qualitative development, learner motivation- the role
of a teacher.
Aspects of pedagogical activities in education process (intellectual and
technical aspects, physical and health aspects, ethical and aesthetic aspects)
Methods of pedagogical activities:
Basics of adult education – life-long learning.
Alternative pedagogical theories and practices- Montessori and Waldorf
pedagogy
Training for life in a multicultural community, intercultural education and
training.
Basics of methodology of pedagogical research, research project, research
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Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
methods – hermeneutics, theoretical analysis and pedagogical experiment,
techniques of collecting, organizing and analysing data.
Educational systems – school system in the Republic of Croatia.
König, E. i Zedler P. (2000). Teorije znanosti o odgoju. Zagreb: Educa.
Milat, J. (2005). Pedagogija - teorija osposobljavanja. Zagreb: Školska
knjiga.
Bruner, J. (2000). Kultura obrazovanja. Zagreb: Educa.
Delors, J. (1998). Učenje blago u nama. Zagreb Educa.
Giesecke, H. (1993). Uvod u pedagogiju. Zagreb: Educa.
Glasser, W. (2005). Kvalitetna škola. Zagreb: Educa.
Gudjons, H. (1994). Pedagogija – temeljna znanja. Zagreb: Educa.
Legrad, L. (1993). Obrazovne politike. Zagreb: Educa.
Lenzen, D. (2002). Vodič za studij znanosti o odgoju – što moţe, što ţeli,
Zagreb: Educa.
Lesourne, J. (1993). Obrazovanje i društvo. Zagreb: Educa.
Muţić, M. (1981). Pedagogija. Zagreb: Školska knjiga.
Suhodolski, B. (1974). Tri pedagogije. Beograd: Duga.
Bilo koji udţbenik iz pedagogije.
Students actively participate in lectures and seminars. In seminars students
analyse and discuss pedagogical problems based on the elaboration of some
sources of pedagogical literature and practices.
Weekly individual and group tutorials.
After the completion of the course and successful presentation of a seminar paper
the student takes oral exam. The exam consists of the discussion on the issues
concerning contemporary pedagogy and the discussion on the book the student
has chosen from supplementary reading list.
Croatian language
Student feedback via questionnaires and surveys. Questionnaires are
developed by students. Students analyse data obtained by questionnaires
and present the results.
The teacher monitors the quality by checking students' exam results.
Evaluation by the Agency for monitoring the excellence of teaching.
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Course title
Course code
Type of course
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Didactics
Lectures + Seminars/Advisory Hours
Elective course
Basic level course
Level of course
1st
1st
Year of study
Semester
5 ECTS
ECTS
(Number of
Name of lecturer Stjepan Rodek, Ph.D., Associate Professor
After the completion of the course, the student is expected to understand the
Learning
major aspects of modern didactic theory of education and teaching.
outcomes and
S/he is also expected to have developed the ability to apply the gained
competences
knowledge to the solution of various practical problems related to education
and teaching (planning, organizing, evaluating).
S/he should be able to show the ability to demonstrate knowledge of
modern teaching methods and strategies as well as the ability of critical
understanding of recent teaching practice.
The student works towards the ability to organize teaching that promotes the
use of strategies for active learning.
Prerequisites
study programme.
Course contents Didactics– theory of education and teaching. Basic concepts of didactics.
Modern didactic theories: “Berlin didactics” (P. Heimann), Criticalconstructive didactics (W. Klafki), Curricular didactics(Ch.Moeller),
Cybernetical didactics (F. von Cube), Critical-communicative didactics (R.
Winkel)
Methodological problems of didactic research.
Syllabus.Theoretical-methodological approaches to syllabus design and
curriculum development. Realisation and adapted programmes. Evaluation
of teaching programme.
Structure and stages of teaching process. Teaching systems. Teaching
methods.
Organization and articulation of teaching.
Media in teaching: didactic function, choice and classification of teaching
media. Computers in teaching: simulations in teaching; the Internet in
teaching. Didactic shaping of programmes.
Didactic solutions in some alternative schools (Montessori, Jenaplan,,
Waldorf).
Lifelong learning. Preparing students for lifelong learning.
Recommended
Bognar, L. i Matijević, M. (2002). Didaktika. Zagreb: Školska knjiga.
reading
Klafki, W. i dr. (1992). Didaktičke teorije. Zagreb: Educa.
Kyriacou, C. (1995). Temeljna nastavna umijeća. Zagreb: Educa.
Jelavić, F. (1998). Didaktika. Jastrebarsko: Naklada Slap.
Supplementary
Poljak, V. (1991). Didaktika. Zagreb: Školska knjiga.
reading
March, J.C. (1994). Kurikulum. Zagreb: Educa.
Matijević, M. (2001). Alternativne škole. Zagreb: Tipex.
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Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Matijević, M. (2004). Ocjenjivanje u osnovnoj školi. Zagreb: Tipex.
Rodek, S. (1986). Kompjutor i suvremena nastavna tehnologija. Zagreb:
Školske novine.
Walford, G. (1992). Privatne škole. Zagreb: Educa.
Glasser, W. (1994). Kvalitetna škola. Zagreb: Educa.
Milat, J. (1995). Pripremanje za nastavu – metodički priručnik. Zagreb:
Hrvatska zajednica tehničke kulture.
Lectures, seminars, advisory hours. Seminars are organized as active
workshops during which didactic themes are studied and discussed.
After having regularly attended the lectures and after having presented their
seminar papers, candidates take written and/or oral exam. Final grade
reflects the student's understanding of the concepts dealt with in the course
as well as his/her ability to consider critically one title from supplementary
reading list.
Croatian language
Student feedback via questionnaires and surveys.
Lecturers responsible for the same subject area collaborate closely and
monitor each other's work.
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Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Stylistics
Course code
Level of course
Lectures + Seminars/Advisory hours
Core course
Advanced level course
Year of study
1st
Type of course
Semester
1st
4 ECTS
ECTS
(Number of
Name of lecturer Joško Boţanić, Ph.D., Associate Professor
Nataša Paradţik, MA, Assistant
Capacity of perceiving and discerning expressive and impressive values of
Learning
language expression. Art of interpreting and evaluating various types of
outcomes and
text. Apart from sensibility for discerning nuances of language expression,
competences
the student is expected to master contemporary linguistic and stylistic
terminology requierd for an independent analysis and interpretation of both
literary and non-literary texts.
Competences and skills acquired upon the completion of the undergraduate
Prerequisites
study programme.
Course contents Introduction to stylistics: concept, stylogenuity, types of stylistics, poetic
and communication functions of language, denotation and connotation,
affectiveness. Expressive and impressive values of the language expression,
correlation of rhetoric and stylistics.
Functional styles: colloquial, scientific, administration, poetic, diplomatic
/political, sacral/church/ecclesiastical.
Relation between the organic and standard idiom: linear structure of the
written word, vertical structure of the spoken word, oral/colloquial style in
the medium of written word, linear quality/structure of the spoken word
(problems concerning reading of a text), scenic/theatrical speech.
Linguostylistic text analysis: literary, non-fiction/journalist, colloquial
texts will be analysed at the phonostylematic, morphostylematic,
syntactostylematic, semantostylematic, lexicostylematic, graphostylematic,
textostylematic, and diachronous stlylistic levels, as well as free reported
speech as employed in both contemporary and traditional oral literature.
Dialectal stylistics: analysis of texts of written and oral literature pertaining
to all three basic dialects of the Croatian language, as well as non-literary
texts belonging to organic speech.
Guiraud, P. (1964). Stilistika. Sarajevo: Veselin Masleša.
Recommended
Katičić, R. (1971). Jezikoslovni ogledi. Zagreb: Školska knjiga.
reading
Pranjić, K. (1968, 1973; 1985). Jezik i knjiţevno djelo. Zagreb: Školska
knjiga. Beograd: Nova prosveta.
Pranjić, K. (1983). Stil i stilistika. U: Škreb, Z., Stamać, A. (ur.). Uvod u
knjiţevnost. (str. 253-303). Zagreb: Grafički zavod Hrvatske.
Solar, M. (1976). Stilistika. U knjizi Teorija knjiţevnosti. (str. 55-80).
Zagreb: Školska knjiga.
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Supplementary
reading
Teaching
methods
Assessment
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Boţanić, J. (1992). Komiške facende – stilistika i poetika usmene
nefikcionalne priče Komiţe. Split: Knjiţevni krug.
Boţanić, J. (1985). Interpretacija novele Ranka Marinkovića – AnĎeo.
Zadarska revija, 2-3, 122-134.
Boţanić J. (1982). Interpretacija novele Ranka Marinkovića – Benito Floda
fon Reltih. Mogućnosti, 3-4-5, 335-344.
Boţanić, J. (1985). Interpretacija novele Ranka Marinkovića - Samotni
ţivot tvoj. Mogućnosti, 8-9, 853-870.
Boţanić, J. (1992). Modus metaliterarnosti u zbirci novela Ruke Ranka
Marinkovića, Mogućnosti, 1-2, 145-149.
Boţanić, J. (1984). Proturječnosti proučavanja umjetnosti riječi.
Mogućnosti, 6-7, 567-578.
Čale, F. (1973). Od stilema do stila, Zagreb: Nakladni zavod Matice
hrvatske.
Čunčić, M. (1980). Stilematika Kolarove proze. Zagreb: Sveučilišna naklada
Liber.
Frangeš, I. (1959). Stilističke studije, Zagreb: Naprijed.
Katičić, R. (1986). Novi jezikoslovni ogledi, Zagreb: Školska knjiga.
Pranjić, K. (1998). Iz-Bo-sne k Europi – stilografijske svaštice. Zagreb:
Matica hrvatska.
Pranjić, K. (1986). Jezikom i stilom kroza knjiţevnost, Zagreb: Školska
knjiga.
Škreb, Z. (1983). Mikrostrukture stila i knjiţevne forme. U Škreb, Z.,
Stamać, A. (ur.). Uvod u knjiţevnost (str. 303-365). Zagreb: Grafički
zavod Hrvatske.
Vinogradov, V. (1971). Stilistika i poetika, Sarajevo: Zavod za izdavanje
udţbenika.
Vončina, J. (1977). Analize starih hrvatskih pisaca, Split: Čakavski sabor.
Vuletić, B. (1976). Fonetika knjiţevnosti, Zagreb: Liber.
Vuletić, B. (1986). Sintaksa krika, Rijeka: Izdavački centar Rijeka.
Lectures, seminars – encouraging the students to actively participate in
work on texts, independent stylistic interpretation of the text and writing
seminar papers.
Oral and written examination, assessment of oral and written interpretations,
both in class and in final seminar paper.
Language of
instruction
Croatian language
Quality
assurance
methods
Student feedback via anonymous questionnaires and surveys, consultations
with students, cooperation and exchange of experience within the Croatian
studies Department, as well as with other departments.
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Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Level of course
Lectures + Exercises/Advisory hours
Elective course
Basic level course
Year of study
1st
ECTS /Number
of credits
allocated/
3 ECTS
68 student study time = 2,27 ECTS
Name of lecturer
Meira Rusković, MA, Lecturer
Learning
outcomes and
competences
Students are introduced to the basic ICT terms, and taught how to evaluate
and develop a critical attitude and approach to information, possibilities of
search, use and application of the same in their tasks during their studies but
also for life-long learning purposes. The students acquire the skills in using
multimedia in their presentations, as well as E-mail.
Prerequisites
Competences and skills acquired upon the completion of the undergraduated
study programme.
Type of course
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Semester
1st
 Basic computer concepts
 Basic computer and library science terms
 E-society
 Internet
 Life-long education
 Methods of search and presentation of information
Grbavac V. (1995). Informatika: kompjutori i primjena. Zagreb:
Sveučilišni udţbenik HZDP.
TuĎman, M.(1992). Uvod u informacijsku znanost. Zagreb: Školska knjiga.
TuĎman, M.(2003). Prikazalište znanja. Zagreb: Hrvatska sveučilišna
naklada.
Vreg, F. (1998). Humana komunikologija. Zagreb: Hrvatsko komunikološko
društvo & Nonacom.
Teţak, Đ.(2002). Pretraţivanje informacija na Internetu. Zagreb: Hrvatska
sveučilišna naklada.
Kiš, M. (2000). Informatički rječnik englesko-hrvatski, hrvatsko-engleski.
Zagreb: Naklada Ljevak.
Lipljin, N. (2003). Izobrazba za primjenu informacijskih i komunikacijskih
tehnologija. Varaţdin: PRO-MIL.
Martin, J. (2000). Future Developments in Telecommunication. Amsterdam:
Prenzice-Hall.
Milijaš, Lj. (2000). PC-škola 2000. Varaţdin: PRO-MIL.
Milijaš, Lj. (2002). PC-škola- Office XP. Varaţdin: PRO-MIL.
A textbook devised for internal use
Lectures, Internet classes, independent research, group problem-solving
activities
16
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Assessment
methods
Continuous evaluation of knowledge during instruction.
Language of
instruction
Croatian and English language
Quality
assurance
methods
Student evaluation obtained through consultations, experience exchange
inside and outside the Department.
17
G R A D U A T E
D E G R E E
Course title
Course code
Type of course
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Croatian Dialects
Elective course
Specialised level course
Level of course
1st
1st
Year of study
Semester
3 ECTS
ECTS
(Number of
cerdits allocated) 68 student study time = 2,27 ECTS
Name of lecturer Josip Lisac, Full Professor
Marijana Tomelić, BA, Assistant
The course aims at acquainting the students with the genesis of the three
Learning
Croatian dialects and their variants, as well as their basic language
outcomes and
characteristics and correlations to the Croatian language standard, thereby
competences
enabling them to conduct a competent analysis of the texts at the
phonological, morphological, syntactic, and lexical levels. Contemporary
methodology of the study of dialects will also be introduced.
Prerequisites
study programme.
Course contents Basic characteristics of the three dialects are presented and discussed. The
dialects are classified as follows: Chakavian (Buzet, South West Istria,
North, Central, and South chakavian areas, the Island of Lastovo);
Kajkavian (Hrvatsko zagorje and MeĎimurje, Ţumberak, Turopolje and
Posavina; Kriţevci and Podravina), and Štokavian (Slavonia, East Bosnia,
East Herzegovina, etc.), as well as dialects and idioms pertaining to other
Croatian regions. Each particular dialect is systematically presented and
discussed at all linguistic levels (consonant system, prosody, morphology,
syntax and lexis).
Brozović, D. (1988). Čakavsko narječje. U Jezik
Recommended
srpskohrvatski/hrvatskosrpski, hrvatski ili srpski (str. 80-90). Zagreb:
reading
JLZ Miroslav Krleţa.
Brozović, D. (1988). Kajkavsko narječje. U Jezik
srpskohrvatski/hrvatskosrpski, hrvatski ili srpski (str. 90-99). Zagreb:
JLZ Miroslav Krleţa.
Lisac, J. (2003). Hrvatska dijalektologija 1, Hrvatski dijalekti i govori
štokavskog narječja i hrvatski govori torlačkog narječja. Zagreb:
Golden marketing - Tehnička knjiga.
Lončarić, M. (1996). Kajkavsko narječje. Zagreb: Školska knjiga.
Moguš, M. (1977). Čakavsko narječje. Fonologija. Zagreb: Školska knjiga.
Brozović, D. (1970). O Makarskom primorju kao jednom od središta
Supplementary
jezičnohistorijske i dijalektološke konvergencije. Makarski zbornik, 1.
reading
Finka, B. (1973). Naputak za istraţivanje i obraĎivanje čakavskih govora. U
Hrvatski dijalektološki zbornik , 3, (str. 5-76). Zagreb.
Finka, B. i Šojat, A. (1975). Hrvatski ekavski govori jugozapadno od
Vinkovaca. U Matković, M, Varićak, T., Švagelj, D. (ur.). Radovi
centra za znanstveni rad, 3, (str. 5-131). Vinkovci.
Junković, Z. (1973). Prilog za suvremenu čakavsku dijalektologiju.
Čakavska rič, 1, 7-37.
18
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Lisac, J. (1999). Hrvatski govori, filolozi, pisci. Zagreb: Matica hrvatska.
Lukeţić, I. (1990). Čakavski ikavsko-ekavski dijalekt. Rijeka: Izdavački
centar.
Menac-Mihalić, M. (1989). Glagolski oblici u čakavskom narječju i u
hrvatskom knjiţevnom jeziku. U Filipović, R. (ur.) Filologija, 17,
(str. 81-109). Zagreb: JAZU.
Šimundić, M. (1972). Govor Imotske krajine i Bekije. Sarajevo: ANUBiH Odjeljenje društvenih nauka.
Zečević, V. (1992). Fonološke neutralizacije u kajkavskom vokalizmu.
Zagreb: Zavod za hrvatski jezik Hrvatskog filološkoga instituta.
The subject matter of the course will be introduced in the form of lectures,
while specific language tasks are to be dealt with in seminars through
individual and group work. Field trips may also be arranged.
Students' active participation in lectures and seminars is monitored
throughout the academic year.Seminar papers, designed to demonstrate the
competence concerning the approach to the Croatian dialects, will be
previously individually discussed and arranged with the lecturer.
Written and oral examination.
Croatian language
Students' opinion and evaluation, as well as colleagues'
assessment; examination grade; evaluation of proposed and executed
seminar and research tasks.
19
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Introduction to Croatian Film
Course code
Level of course
Elective course
Basic level course
Year of study
1st
Type of course
Semester
1st
3 ECTS
ECTS
(Number of
Name of lecturer Jurca Pavičić, MA, Senior Lecturer
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
The students will be provided with the basic knowledge and a general
insight into the major periods of history of Croatian film, as well as
historical, political, and economic factor underlying and influencing its
genesis and development. Upon the completion of the course they will have
been introduced to the major Croatian film classics – both films and their
authors.
study programme.
Pre-history of the Croatian film, origins of production tradition up to 1945;
beginnings of the post-war film industry, socialist realism and its view of
film, evolution of the classical narrative style in the 1950-ies, the first
''golden era'' (1954-1963), advance of modernism, the second ''golden era''
(late 1960-ies) the so-called 'black wave', the so-called 'feuilleton film' of
the 1970-ies, Prague school, new genre trends in the 1980-ies, period of
crisis in the 1990-ies, contemporary trends.
Goulding, D. J. (2004). Jugoslavensko filmsko iskustvo. Zagreb: V.B.Z.
Škrabalo, I. (1998). 101 godina hrvatskog filma. Zagreb: Globus.
Turković, H., Majcen, V. (2003). Hrvatska kinematografija: povijesne
značajke, suvremeno stanje, filmografija. Zagreb, Ministarstvo
kulture Republike Hrvatske.
Krelja, P. (1997). Golik. Zagreb: Hrvatski drţavni arhiv, Hrvatska kinoteka.
Polimac, N. (ur.). (1985). Branko Bauer. Zagreb: Cekade.
Peterlić, A. Pušek, T.(ur.). (2002). Ante Babaja. Zagreb: Globus.
Tematski brojevi časopisa "Hrvatski filmski ljetopis" o Vatroslavu Mimici,
Anti Babaji, Fadilu Hadţiću i Zvonimiru Berkoviću.
Lectures (verbally delivered) and film projections (video tapes) in a
specialised classroom, followed by a discussion.
Oral examination in two stages: analysis and interpretation of a selected
film from the course contents and competence assessment through an
interview.
Croatian, possibly English language
Students' evaluation obtained via anonymous questionnaires.
20
G R A D U A T E
D E G R E E
Course title
Course code
Type of course
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Media in Education
Elective course
Basic level course
Level of course
1st
1st
Year of study
Semester
3 ECTS
ECTS
(Number of
Name of lecturer Stjepan Rodek, Ph.D., Associate Professor
Critical and pedagogical consideration of the role of media in contemporary
Learning
education, as well as the development of the so-called „media literacy‟ in
outcomes and
students, which should enable them to understand and appreciate the
competences
mechanisms of media influence and effect upon young people.
Prerequisites
study programme.
Course contents Definitions of basic terms: media, mass media, teaching media, pedagogy of
the media, didactics of the media.
Research trends in the field of media application. Evaluation research. ATI
(Aptitude-Treatment-Interaction) research. Action research.
Media as applied to learning and teaching: selection, function, and
classification. Auditory, visual, and audio-visual media in education. Multimedia approach to education. New information and communication media.
Theory of media effect. Traditional approach. Uses and Gratification
Approach to media. Interaction approach. Latent consequence approach.
Košir, M. i dr. (1999). Ţivot s medijima - priručnik o medijskom odgoju za
Recommended
roditelje, nastavnike i učitelje. Zagreb: Doron.
reading
Rodek, S. (1992). Istraţivački trendovi u području primjene medija različiti pristupi i teorije. U Istraţivanja odgoja i obrazovanja, 9,
Zagreb: Institut za pedagogijska istraţivanja.
Trowler, P. (2002). Komunikacija i mediji. U Haralambos, M. i Holborn,
M. (ur.). Sociologija – teme i perspektive. Zagreb: Golden marketing.
Craggs, C. E. (1992). Media Education in the Primary School. London Supplementary
New York: Routledge.
reading
Dichanz, H. i Kolb, G. (1979). Unterrichtstheorie und Medienpraxis.
Stuttgart: Ernst Klett Verlag.
Masterman, L. (1994). Media Education in 1990's in Europe. A Teachers
Guide, Strassbourg: Council of Europe Press.
Postman, N. (1994). Das Verschwinden der Kindheit. Frankfurt/Mein:
Fischer Taschenbuch Verlag.
Rodek, S. (1986). Kompjutor i suvremena nastavna tehnologija. Zagreb:
NIRO Školske novine.
Rodek, S. (1988). Nove informacijske tehnologije - izazov odgoju i
obrazovanju. Odgoj i obrazovanje na pragu 21. st. Zagreb: PKZ i
Savez pedagoških društava Hrvatske.
21
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Lectures, seminars, advisory hours. Students are expected to carry out an
independent research mini-project on media issues, either of their own
choice or as agreed and arranged with the lecturer.
Seminars are conceived as workshops with an emphasis on the students‟
active participation.
Upon the completion of the course the students take an oral examination,
where their competence is evaluated through an interview. The completed
project quality is also subject to evaluation, as are the results threby
obtained.
Croatian and German language
Student evaluation via questionnaires and consultations, exchange of
experince within the Croatian Studies Department, as well as with other
departments. Student evaluation via questionnaires and consultations,
exchange of experince within the Croatian Studies Department, as well as
with other departments.
22
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course title
Course code
Type of course
Philosophy of Education
Recommended
reading
Student must read (a) one introductory text in philosophy, (b) one text discussing
relations between philosophy and educational theory, (c) one original text
pertaining to philosophy of education and, if the student has no prior education in
informal logic, (d) one introductory text in informal logic.(a) Introduction to
philosophy
Elective course
Basic level course
Level of course
1st
1st
Year of study
Semester
3 ECTS
ECTS
(Number of
Name of lecturer Berislav Ţarnić; Ph.D., Assistant Professor
The competencies achieved are both general and specific. Given its
Learning
philosophical content and method, the course facilitates reflection, critical
outcomes and
thinking and higher order thinking. Specifically, the course enables the
competences
student to recognize philosophical background within differing pedagogical
choices, orientations and systems. The student improves skills in the logical
analysis.
Prerequisites
study programme.
The course covers the following units: (a) the relations between contemporary
Course contents
philosophy and educational theory, (b) anthropological basis of education and idea
of natural development in contemporary philosophy of education, (c) the problem
of values in education. Unit (a) and (b) are covered by lectures. Unit (c) is covered
by seminar discussion and analysis. Unit (a) covers main schools in contemporary
philosophy, and reveals how the understanding of basic notions («man»,
«language», «and knowledge») shapes contemporary educational theories. Topic (a)
comprises four thematic circles. The first covers «phenomenological» orientation
in philosophy (historicism, existentialism, hermeneutics) and hermeneutical
orientation in educational theory. The second thematic circle covers «analytical»
schools in philosophy (neo-positivism, critical rationalism) and empirical
orientation in the educational theory. The third thematic circle covers critical
theory and critical orientation in educational theory. The fourth thematic block
examines roots of post-modern philosophy (psychoanalysis, structuralism), and
discusses the reception of post-modern philosophy in educational theory. Unit (b)
gives short introduction to educational anthropology covering: anthropological
basis of education and educational import of the notion of natural development.
Seminar discussions are directed towards understanding of intellectual and moral
virtues by appreciating the educational value of logic in fostering (i) good
theoretical thinking, cooperative communication, and practical reasoning.
Anzenbacher, A. (1992). Filozofija: uvod u filozofiju. Zagreb: Školska knjiga.
23
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Warburton, N. (1999). Filozofija: osnove. Zagreb: Kruzak.
(b) Correlation between philosophy and education science
Gudjons, H. (1994). Pedagogija: temeljna znanja. Zagreb: Educa.
König, E. i Zedler, P. (2001). Teorije znanosti o odgoju. Zagreb: Educa.
Lenzen, D. (2002). Vodič za studij znanosti o odgoju - što moţe, što ţeli.
Zagreb: Educa.
(c) Research in the philosophy of education
Bereiter,C. (2002). Education and Mind in the Knowledge Age. Mahwah:
Lawrence Erlbaum Associates.
Čehok, I. (ur.). (1997). Filozofija odgoja: izbor tekstova hrvatskih pisaca.
(1997). (ur.). Zagreb: Školska knjiga.
(d) Basics of logic and logic in education
Kovač, S. (2004). Logika. Zagreb: Hrvatska sveučilišna naklada.
Petrović, G. (2002). Logika. Zagreb: Element.
(e) Seminar reference books:
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
A large and variable group of selected articles and chapters.
Ghiraldelli, P. Jr., Peters, M. A., Standish, P., Ţarnić, B. (ur.).
Encyclopaedia of Philosophy of Education (http://www.philosophyof-education.org/ENCYCLOPAEDIA).
Hessong, R. F. i Weeks, T. H. (1987). Introduction to Education. New
York: Macmillan Publishing Company.
Ţarnić, B. (ur.). Filozofija odgoja: obrazovni portal
(http://www.vusst.hr/~berislav/phed).
Polić, M. Filozofija odgoja: elektronički priručnik
(http://www.radionicapolic.hr/prirucnik/).
Polić, M. (1997). Čovjek, odgoj svijet: mala filozofijsko-odgojna razloţba.
Hrvatski Leskovac: Kruzak.
Ţarnić, B. (u tisku). Eseji iz filozofije odgoja. Split: Visoka učiteljska škola.
Frontal lectures, seminar discussions, the use of multimedia.
Oral exam
24
G R A D U A T E
D E G R E E
Corse title
Course code
Type of course
Level of course
Year of study
ECTS
/Number of
credits allocated/
Name of lecturer
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Sociology of the Teacher
Elective course
Basic level course
1st
1st
Semester
3 ECTS
Šime Pilić, Ph.D., Associate Professor
The course provides information necessary to understand the position and
role of the teacher in modern society, as well as acquiring competences and
general skills required for a career in eduaction, such as: practical
conveying of knowledge, problem resolution, team work, professional
ethics, research skills, capacity of adjustment to new situations, creativity,
independence in work, efficiency in dealing with projects, as well as
specific skills, e. g. observing and identifying correlations between social
and educational processes, adaptation to new principles, recognising
differences in pupils and systems of learning and their different roles within
the education system, commitment to pupils' progress and success, respect
for pupils and fellow teachers, capacity of critically evaluating one's own
work, etc.
study programme.
Genesis and evolution of the teaching profession.
Socio-professional group consisting of primary, secondary, and university
level teachers.
Teachers' education and training and study programme reforms.
Teaching profession in Croatia and other societies: education, employment,
and chances of progress and promotion.
Teaching profession in comparison with other professions and occupations
in Croatian society.
Social status and role of the teacher. Social relations in the teaching process.
Social status and rating of the teaching staff. Professional and trade union
associations. Conflicts. Teachers of all levels of education as integral part of
social intellectual elite.
Teacher mobility. The teaching profession in the context of European
integrations.
Cindrić, M. (1995). Profesija učitelj u svijetu i u Hrvatskoj. Zagreb: Persona
Marinković, R., Karajić, N. (ur./eds.). (2004). Budućnost i uloga
nastavnika/Future and the role of teachers. Zagreb: PMF/Faculty of
science.
Pilić, Š., Botica, A. (2003). Ugled dvadeset zanimanja u očima učitelja. U
Ivon, H. (ur.). Prema kvalitetnoj školi. (str. 79-88). Split: HPKZ.
Pilić, Š. (2002). The Education of Teachers in a Post-Socialist Society: the
Case of Croatia. In Sultana, R. G. (Ed.). Teacher Education in the
Euro-Mediterranean Region. (pp. 51-68). New York, Washington,
Baltimore, Bern, Frankfurt an Main, Berlin, Brussels, Vienna,
Oxford: Peter Lang Publishing.
25
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Pilić, Š. (2000). Regrutiranje srednjoškolskih profesora u
postsocijalističkoj Hrvatskoj. Ţivot i škola, 46, 3, 51-64.
Pilić, Š. (1999). Tko su prijatelji nastavnika. Školski vjesnik, 48, 1, 3-21.
Pilić, Š. (1998). Vrednovanje odnosa nastavnik – učenik sa stajališta
učenika. U knjizi Vrjednovanje obrazovanja. (str. 23-35). Osijek:
Pedagoški fakultet.
Pilić, Š. (1996). Društveni ugled profesije učitelj. U Mihaljević-Falak, Lj.
(ur.). Tučepi – stogodišnjica škole. (str. 212-225). Split: Tiskara
Poljica.
Strugar, V. (2000). Društveni ugled učitelja. Napredak, 141, 1, 26-34.
Strugar, V. (1993). Biti učitelj. Zagreb: HPKZ.
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
Course title
Ballantine, J. H. (1993). The sociology of education. Englewood Cliffs:
Prentice-Hall.
Cindrić, M. (1998). Pripravnici u školskom sustavu. Zagreb: Empirija.
Levinson, L. at all. (Rfs.) (2001). Education and Sociology. In An
Encyclopedia. Routledge Falmer.
Pilić, Š., Lovrić, J. (2000). Profesori biologije i kemije: sociodemografska
obiljeţja i proces školovanja. Školski vjesnik, 49, 1, 21-33.
Pilić, Š. (1999). Čitalačka kultura nastavnika. Školski vjesnik, 46, 1, 17-30.
Šporer, Ţ. (1990). Sociologija profesija. Zagreb: SDH.
Ţupanov, J. (1995). Poslije potopa. Zagreb: Globus.
Lectures, research-oriented seminar, project work, field work, etc.
Competence assessment through grading of project work and other forms of
participation in research projects.
Oral examination.
Croatian language
Students' evaluation, examination results analysis, results of long-term
monitoring, exchange of experience with other universities.
Psychology of Education
26
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Type of course
Elective course
Basic level course
Level of course
1st
2nd
Year of study
Semester
5 ECTS
ECTS
(Number of
Name of lecturer Mirjana Nazor, Ph.D., Associate Professor
After the completion of the course, the student is expected to have gained
Learning
the knowledge of elementary psychological concepts and to better
outcomes and
understand one's behaviour as well as the behaviour of the others. S/he is
competences
also expected to know basic principle of learning and to recognize learners
with special needs.
Competences and skills acquired upon the completion of 1st semester.
Prerequisites
Course contents Methods and research techniques; Defining personality-cognition,
motivation, emotion, attitudes, values; Some theories of personality; Life
periods: childhood, adolescence, maturity, old age. Memory: types,
mnemonics. Forgetting: proactive and retroactive inhibition. Learning:
forms, factors of successfu learning. Giving of marks: tests, markers.
Children with special needs in regular schools. Addiction and the ways of
prevention.
Andrilović, V. i Čudina, M. (1985). Psihologija učenja i nastave. Zagreb:
Recommended
Školska knjiga.
reading
Grgin, T. (1997). Edukacijska psihologija. Jasrebarsko: Naklada Slap.
Grgin, T. (1986). Školska dokimologija. Zagreb: Školska knjiga.
Pastuović, N. (1997). Osnove psihologije obrazovanja i odgoja. Zagreb:
Znamen.
Čudina, M. i Obradović, M. (1990). Nadrenost-razumijevanje,
Supplementary
prepoznavanje i razvijanje. Zagreb: Školska knjiga.
reading
Goleman, D. (1997). Emocionalna inteligencija. Zagreb: Mozaik knjiga.
Gossen, D. C. (1994). Restitucija-preobrazba školske discipline. Zagreb:
Alinea.
Janković, J. (1996). Zločesti Ďaci genijalci. Zagreb: Alinea.
Miljković, D. i Rijavec, M. (1996, 2001). Razgovori sa zrcalom: psihologija
samopouzdanja. Zagreb: IEP.
Petz, B. (ur.). (1992). Psihologijski rječnik. Zagreb: Prosvjeta.
Rijavec, M. (1997). Čuda se ipak dogaĎaju: psihologija pozitivnog
mišljenja.
Zagreb: IEP.
Vidović Vizek, V., Rijavec, M., Vlahović-Štetić, V. i Miljković, D.
(ur.). (2003). Psihologija obrazovanja. Zagreb: IEP-Vern.
Teaching
methods
Assessment
methods
Language of
Lecture, seminars - students‟ paper presentation, application of surveys and
questionnaires. The Internet. Advisory hours.
Preliminary exam, seminar paper, oral exam.
Croatian language
27
G R A D U A T E
instruction
Quality
assurance
methods
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
28
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Sociology of Education
Course code
Type of course
Level of course
Year of study
ECTS /Number
of credits
allocated/
Name of lecturer
Learning
outcomes and
competences
Prerequisites
Course contents
Core course
Basic level course
1st
Semester
5 ECTS
2nd
Through an active and creative participation in this course the future
teachers will acquire knowledge with regard to the correlation of the
education sub-system and the global social system; the social foundation of
their profession and master the method of analytical-synthetical observation
of education process and institution in the contemporary society. This
course, being a part of educational sciences, significantly contributes
towards obtaining the teacher's competence, as well as a number of other
competences: instrumental skills (analysis, synthesis, practical conveying
of knowledge, problem resolution); interpersonal skills: (criticism and selfcriticism, team work, appreciation and respect for differences and multicultural values); system skills: (practical application of knowledge, research
skills, adjusting to new situations, quality maintenance); special skills:
(analysis of education concepts and policies, adjusting to new principles,
questioning of ideas present in education studies, understanding of
education system structures, understanding and respect for both pupils/
students and fellow teachers, as well as readiness to adjust to the varying
circumstances).
Competences and skills acquired upon the completed audition of I.
semester.
THEORETICAL AND HISTORICAL SURVEY. Genesis and development
of sociology of education. Sociological approach and relevant theoretical
concepts of education. SOCIAL CONTEXT OF EDUCATION. Historical
and social prerequisites (work, industrialisation, modernisation). Social
inequalities as reflected upon education. Socialisation. Conflicts. Role of
family. School. INSTITUTIONALISED EDUCATION SYSTEM. School
as a contemporary trend and its functions. University through history and
today. Education and ideology. School system in the Republic of Croatia.
EDUCATION AND SOCIAL CHANGES. Education and social mobility
(stratification, mobility, differentiation, selection). Education and social
reproduction (sexual, professional). Identity and education in the
globalisation and European integration processes. SOCIOLOGY OF THE
TEACHING PROFESSION. Sociology of profession. Socioprofessional
group: primary and secondary school teachers, university teachers.
EDUCATION AND CULTURE. Education and democracy. Environment
issues in education. Religion culture. Education and multi-cultural society.
Multi-culturality, inter-culturality and education. EDUCATION AND
29
G R A D U A T E
D E G R E E
Recommended
reading
Supplementary
reading
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
TECHNOLOGICAL CHANGES. Modernisation and changes in education.
Changes in modern society and reforms of education. Alternative education.
Cifrić, I. (1990). Ogledi iz sociologije obrazovanja. Zagreb: Školske
novine.
Flere, S. (1986). (ur.). Proturječja suvremenog obrazovanja. Zagreb: CDD.
Haralambos, M., Holbron, M. (2002). Obrazovanje. U knjizi
Sociologija: Teme i perspektive. (str. 773-882). Zagreb: Golden
marketing.
Pilić, Š. (2000). Regrutiranje srednjoškolskih profesora u postsocijalističkoj
Hrvatskoj. Ţivot i škola, 46, 3, 51-64.
Pilić, Š. (1999). Nastava sociologije obrazovanja u Hrvatskoj. Napredak,
140, 4, 481-487.
Pilić, Š. (1999). Tko su prijatelji nastavnika. Školski vjesnik, 48, 1, 3-21.
Pilić, Š., Stankov, S. (1998). Računalne tehnologije i nastavnici:
komparativna analiza Hrvatske i SAD. Informatologia, 31, 1-2,
53-56.
Vujević, M. (1991). Uvod u sociologiju obrazovanja. Zagreb: Informator.
Ballantine, J. H. (1993). The sociology of education. Englewood Cliffs:
Prentice-Hall.
Marinković, R., Karajić, N. (2004). (ur./eds.). Budućnost i uloga
nastavnika/Future and the role of teachers. Zagreb: PMF/Faculty of
science.
Pilić, Š. (2002). The Education of Teachers in a Post-Socialist Society: the
Case of Croatia. In Sultana, R. G. (Ed.). Teacher Education in the
Euro-Mediterranean Region. (pp. 51-68). New York, Washington,
Baltimore, Bern, Frankfurt an Main, Berlin, Brussels, Vienna,
Oxford: Peter Lang Publishing.
Pilić, Š., Lovrić, J. (2000). Profesori biologije i kemije: sociodemografska
obiljeţja i proces školovanja. Školski vjesnik, 49, 1, 21-33.
Plačko, Lj. (1990). Religija i odgoj. Zagreb: Školske novine.
Šooš, E. (1987). Demokratizacija obrazovanja. Zagreb: Školske novine.
Štulhofer, A. (1992). Mitologija obrazovnih šansi. Theleme, 38, 2, 61-72.
Teaching
methods
Lectures, seminars, research, the Internet, advisory hours, tutorial work.
Assessment
methods
Continuous monitoring of students' progress, writing essays on selected
(optional) topics, competence test, and oral examination.
Language of
instruction
Croatian language
Quality
assurance
methods
Students' evaluation, analysis of examination results (pass rate), results of
long-term monitoring, exchange of experience within the Croatian Studies
Department, as well as with other departments.
30
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Literature for Youth
Course code
Level of course
Core course
Intermediate level course
Year of study
1st
Type of course
Semester
2nd
4 ECTS
ECTS
(Number of
Ivan Bošković, MA, Senior Lecturer
Name of
lecturer
Introducing students with literature for youth.
Learning
Encouraging students that based on examples from youth literature create
outcomes and
their own stories, games, verses, along with the other forms of creative
competences
expressions.
Prerequisites
semester.
Course contents Literature for children. Genres of literature for children. Picture book.
Fairytale.
Fairytales by Perrault. Grimm fairytales. Fairytales by H. C. Andersen.
Fairytales by Oscar Wilde.
Fantasy. Lewis Carroll: Alice in Wonderland. Carlo Collodi: "Pinocchio".
Antoine St. Exupery: "Mali princ".
Poetry for children. Nursery rhyme. Grigor Vitez: "Kad bi drveće hodalo".
Zvonimir Balog: "Nevidljiva Iva". Luko Paljetak:"Miševi i mačke
naglavačke".
Fable. Esop.
Realistic story for children. Johanna H. Spyri: "Heidi". Felix Salten:
"Bambi". Mark Twain: "Pustolovine Toma Sawyera". Selma Lagerlof:
"Čudnovato putovanje Nilsa Holgerssona". Ferenc Molnar: "Junaci Pavlove
ulice". Edmondo De Amicis: "Srce". Astrid Lindgren: "Pipi Duga Čarapa".
Jules Verne: "Djeca kapetana Granta". Robert Louis Stevenson: "Otok s
blagom". Rudyard Kipling: "Knjiga o dţungli". Ivana Brlić-Maţuranić:
"Čudnovate zgode Šegrta Hlapića". Mato Lovrak: "Vlak u snijegu"; Ivan
Kušan: "Koko u Parizu".
Modern youth literature.
Crnković, M. (1990). Dječja knjiţevnost. Zagreb: Školska knjiga.
Recommended
Crnković, M. (1987). Sto lica priče. Zagreb: Školska knjiga.
reading
Hazard, P. (1970). Knjige, djeca i odrasli. Zagreb: Stylos.
Bettelheim, B. (1979). Značenje bajki. Beograd: Prosveta.
Supplementary
Crnković, M., Teţak, D. (2002). Povijest hrvatske dječje knjiţevnosti. Zagreb:
reading
Znanje.
Crnković, M. (1978). Hrvatska dječja knjiţevnost do kraja XIX. stoljeća.
Diklić, Z., Teţak, D., Zalar, I. (1996). Primjeri iz dječje knjiţevnosti. Zagreb: Divič.
Zalar, I. (1991). Pregled hrvatske dječje poezije. Zagreb: Školska knjiga.
31
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Skok, J. (ur.). (1990). Lijet Ikara. Antologija hrvatskog dječjeg pjesništva, Zagreb:
Naša djeca.
Teţak, D. (ur.). (2001). Bajke. Antologija. Zagreb: Divič.
Teţak, D. (ur.). (2001). Basne. Antologija. Zagreb: Divič.
Biti, V. (1981). Bajka i predaja. Zagreb: Liber.
Pintarić, A. (1999). Bajke. Pregled i interpretacije. Osijek: Matica hrvatska.
Teţak, S. (1969). Interpretacija bajke. Zagreb: Pedagoško-knjiţevni zbor.
Hranjec, S. (1998). Hrvatski dječji roman. Zagreb: Znanje.
Skok, J. (1990). Sunčeva livada djetinjstva – Antologijska čitanka dječjeg pjesništva.
Zagreb: Naša djeca.
Idrizović, M. (1984). Hrvatska knjiţevnost za djecu. Zagreb: Matica hrvatska.
Javor, R. (ur.). (1998). Odrastanje u zrcalu suvremene knjiţevnosti za djecu
i mladeţ. Zbornik tekstova. Zagreb: Knjiţnice grada Zagreba.
Magazine:
Umjetnost i dijete, from 1969. untill 1997.
Lectures and seminars. Students on the seminars are actively involved in a
debate with their work, suggestions and comments through different forms
of individual and teamwork.
Taking notes on the work of students, co-operation, debate participation,
interpretation procedure, and oral exam.
Language of
instruction
Croatian language
Quality
assurance
methods
Evaluation is conducted throughout the semester through open conversation
with students, understanding the remarks made by students and anonymous
pools, questionnaire responses, and exam success.
Course title
Course code
32
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
Level of course
Elective course
Year of study
1st
Type of course
A N D
Semester
L I T E R A T U R E
2nd
3 ECTS
ECTS
(Number of
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
General competences and knowledgy of maritime lexis, knowledge of the
Croatian people’ maritime culture, capacity of interpreting maritime contents
for different culture-related purposes.
Specific competences: making a glossary of particular chakavian idioms,
interpretation of texts of a maritime nature.
semester.
Croatian nautical, shipbuilding, fishing, ichtyological, and meteorological
lexis; maritime dictionaries; maritime lexicography schools; maritime lexis
as contained in standard Croatian dictionaries; the so-called „nostromisms‟
– words derived from certain Italian dialects; maritime lexis in chakavian
speech glossaries; glossary relating to falkuša, an indigenous historical type
of the Croatina fishing boat; comparative study of M. Deanović‟s lexical
contributions for the Linguistic Atlas of the Mediterranean (Sali, Komiţa,
Lopud, Boka Kotorska, Krk, and Korčula); phenomenon of lingua franca;
translingual character of the Adriatic maritime lexis; Croatian maritime
terminology as part of the language heritage; phenomenon of amateur
chakavian lexicography; work on a dictionary of dialect; grammar
processing/elaboration, accentuation, definition, phraseology, stylistics,
lexical nests.
Boţanić, J. (1997). Nacrt glosara gajete falkuše. U Finka, B. (ur.).
Tisuću godina prvoga spomena ribarstva u Hrvata. (181-194).
Zagreb: HAZU.
Skok, P. (1933). Naša pomorska i ribarska terminologija na Jadranu. Split:
Pomorska biblioteka Jadranske straţe.
Stolac, D. (1998). Hrvatsko pomorsko nazivlje. Rijeka: Izdavački centar
Rijeka.
Vidović, R. (1984). Pomorski rječnik. Split: Logos.
Babić, B. (1877). Nazivlje korita i jedrilja broda u hrvatskom, njemačkom i
talijanskom. Kraljevica: Primorska Tiskara.
Babić, B. (1901). Pomorski rječnik ili nazivlje za brodarenje po moru. Senj:
Tiskara Ive pl. Hreljanovića.
Deanović, M. (1962). Lingvistički atlas Mediterana. 1. dio: Anketa u Boki
Kotorskoj. Zagreb: JAZU.
Deanović, M. (1966). Lingvistički atlas Mediterana. 2. dio: Anketa na Visu
(Komiţi). Zagreb: JAZU.
Deanović, M. (1967). Lingvistički atlas Mediterana. 3. dio: Anketa u Salima
na Dugom otoku. Zagreb: JAZU.
Filipi, G. (1997). Betinska brodogradnja – etimologijski rječnik pučkog
nazivlja. Šibenik: Ţupanijski muzej u Šibeniku.
33
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Jurišić, B. (1962). O našoj pomorskoj terminologiji. U Novak, G.,
Maštrović, V. (ur.). Pomorski zbornik. (str. 451-469). Zagreb: JAZU,
Zadar: Institut za historijske i ekonomske nauke.
Jurišić, B. (1956). Pomorski izrazi u Vitezovićevu rječniku. U Krbek, I.
(ur.). Anali Jadranskog instituta (str. 297-404). Zagreb: JAZU.
Kačić, M. (1994). Rječnik i gramatika. Filologija, 22-23, 297-302.
Katičić, R. (1994). Leksikografija i gramatika. Filologija, 22-23, 281-286.
Keber, L. (2002). Tradicionalne brodice hrvatskog Jadrana. Zagreb:
Tehnički muzej.
Luetić, J. (1956). Naša pomorska terminologija u A. Jal-ovom "Glossaire
nautique" iz 1848. g. U Kostrenčić, M. (ur.). Ljetopis (str. 248-255).
Zagreb: JAZU.
Machiedo, M. (1997). Duţ obale; hrvatske i mletačke teme. Zagreb: Ceres.
Majcen, G., Siminiati, B. (1947/48). Pomorski rječnik. Split: Pomorstvo.
Menac, A. (1994). Frazeologija u različitim tipovima jednojezičnih
hrvatskih rječnika. Filologija, 22-23, 161-168.
Rijeka.
Vajs, N. (1994). Leksikografski metajezik. Filologija, 22-23, 323-333.
Vidović, R. (1992). Koine pomorskoga anemonimijskoga nazivlja.
Vinja, V. (1986). Jadranska fauna – etimologija i struktura naziva I – II.
Zagreb: JAZU, Split: Logos.
Vinja, V. (1998). Jadranske etimologije I, II, III. Zagreb: Školska knjiga.
Vulić, S. (1994). Struktura rječničkog članka u rječnicima izvornih
čakavskih govora. Filologija, 22-23, 185-191.
Lectures, Seminars, Workshop. Introducing the students to the existing
dictionaries. Under the guidance of the tutor the students draw up
comparative glossaries for the lexis of particular maritime items (e.g.
shipbuilding tools, parts of the vessel, ichtyonyms, types of traditional
vessels, nautical terms, toponyms).
Monitoring students‟ work, evaluation of each particular work, assessment
of glossaries pertaining to a particular maritime semantic field.
Language of
instruction
Croatian language
Quality
assurance
methods
Studies Department, as well as with other departments.
Course title
Course code
Logic
34
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Elective course
Basic level course
Level of course
1st
2nd
Year of study
Semester
3 ECTS
ECTS
(Number of
On the general level, student will improve his analytical skills. In particular,
Learning
student will be able to translate natural language sentences into the language
outcomes and
of the first order logic, he will be able to check the validity of inferences
competences
and proof correctness with the first order logic, he will be able to construct
formal natural deduction proofs and their informal counterparts, he will be
able to discriminate semantic and syntactic characterizations of a logic.
Prerequisites
Course contents Course content is a standard logic course at introductory/intermediate level.
Main units: (a) language of the first order logic (FOL), (b) natural deduction
system for FOL, (c) issues in translations between natural language and
FOL language, (d) comparison between different deductive systems (natural
deduction, axiomatics, "tableau" system), (e) basics of formal semantics, (f)
basics of metatheory of FOL (soundness, completeness, incompleteness,
decidability etc.).
Barwise, J.i Etchemendy, J. (2000). Language, Proof and Logic. CSLI
Recommended
Publications. Center for the study of Language and Information
reading
Stanford University. Seven Bridges Press. New York: London.
Ţarnić, B. (2004). Simbolička logika.
(http://www.vusst.hr/~logika/skripta.pdf)
Supplementary
Cauman, L. (2004). Uvod u logiku prvog reda. Zagreb: Jesenski i Turk
reading
d.o.o.
Jeffrey, R. (1989). Formal Logic: its Scope and Limits. McGraw-Hill Book
Company.
Quine, W. i Orman van Q. (1978). Methods of Logic. London: Routledge &
Kegan Paul.
Šarić, Lj. (2002). Kvantifikacija u hrvatskome jeziku. Zagreb: Institut za
hrvatski jezik i jezikoslovlje.
Šikić, Z. (ur.). (1987). Novija filozofija matematike. Beograd: Nolit.
Vuković, M. (2000). Matematička logika I. Zagreb: PMF - Matematički
odjel.
Ţarnić, B. (2004). Interaktivna logika (kompilacija interaktivnih sredstava
za učenje logike). (http://www.vusst.hr/~logika/pilot).
Lecturing supplemented by reach use of information and communication
Teaching
technologies, including WebCT.
methods
Type of course
Assessment
methods
Language of
instruction
Quality
Written test and oral exam
Students‟ and colleagues' evaluation
35
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
assurance
methods
Course title
Course code
Type of course
36
A N D
L I T E R A T U R E
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Elective course
Basic level course
Level of course
1st
2nd
Year of study
Semester
3 ECTS
ECTS
(Number of
Name of lecturer Helena Peričić, Ph.D., Assistant Professor
Miranda Levanat, MA, Lecturer
Gordana Galić, BA, assistant
The course provides the students with a comprehensive insight into the
Learning
basic principles and methodology of comparative approach to literature, as
outcomes and
well as closely related issues, such as: history of comparative literature,
competences
influence as the central concept of traditional comparative literature,
concepts of intertextuality and quotability, literary periods and genres,
thematology, literary translation, correlation of literature with other arts, etc.
Prerequisites
Course contents The course is based on numerous examples from world literature with
special emphasis on phenomena and writers who have in any way
perticipated in the formation of the Croatian literature.
Beker, M. (1995). Uvod u komparativnu knjiţevnost. Zagreb. Školska
Recommended
knjiga.
reading
Košutić Brozović, N. (novija izdanja). Čitanka iz stranih knjiţevnosti, 1, 2.
Solar, M. (2003). Povijest svjetske knjiţevnosti. Zagreb: Golden marketing.
Slamnig, I. (1999). Svjetska knjiţevnost zapadnoga kruga. Zagreb: Školska
knjiga.
Oraić Tolić, D. (1990). Teorija citatnosti. Zagreb: Grafički zavod Hrvatske.
Supplementary
Pavličić, P. (1983). Knjiţevna genologija. Zagreb: Liber.
reading
Pichois, Cl. i Rousseau, A. M. (1973). Komparativna knjiţevnost. Zagreb:
Matica hrvatska.
Weisstein, U. (1973). Comparative Literature and Literary Theory. Survey
and Introduction. Bloomington-London: Indiana University Press.
Lectures, seminars, advisory hours - conducted directly or by e-mail.
Teaching
methods
Monitoring the students' participation and progress in lectures and seminars;
Assessment
assessment of the seminar paper on a selected topic; competence assessment
methods
based on the recommended reading materials and by an oral examination.
Croatian and/or English language
Language of
instruction
Quality
experience within the Croatian Studies Department, as well as with other
assurance
departments.
methods
Course title
Course code
37
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Level of course
Lectures + Seminar/Exercise/Advisory hours
Elective course
Basic level course
Year of study
1st
ECTS /Number
of credits
allocated/
3 ECTS
Name of lecturer
Silva Meţnarić, Ph.D.
Learning
outcomes and
competences
Upon the completion of the course the students are expected to have
acquired the following basic knowledge and identification of concepts
related to research in the humanities, particularly language and
communication:
- critical reading, evaluation, and summarising of research-related
information
- planning, organising, and implementation, as well as reporting on the
research conducted
- gathering and classification of data regarding their own research (the
Internet, reference libraries, and secondary sources)
- receiving and responding to various sources of information ( textual,
numerical, verbal)
- assessing the reliability and validity of both numerical and non-numerical
information sources
- mastering the basics of team research work.
The students are expected to have obtained the following professional
(''career'', ''life long'') skills and competences:
- working and doing research, both independently and in a team;
- rational application of work variables with respect to time and
organisation
- developing a targeted, as well as a flexible approach to individual and
team work
- ethical principles of research work: unprejudiced listening to other
people's opinions, testing their own attitudes, assessment of the sensitivity
of certain issues and the ensuing ethical responsibility; scepticism
concerning authoritative theories
semester.
Planning of research and the related scientific text; research layout, specimen,
data.
Critical and systematic selection of relevant scientific information.
Research models, basic steps for humanities students.
Construction and analysis of interview forms and questionnaires. Basic quality
procedures. Quantity procedures survey. Writing scientific reports.
Type of course
Prerequisites
Course contents
Recommended
reading
Semester
2nd
Kotzé, E. (2004). Language and Identity - The Afrikaans Community in the
UK. Collegium Antropologicum, 28, 1, 63-72.
Miller, G., Dingwall, R. (1997). Context & Method in Qualitative
Research. London: Sage (selected chapters).
Neuman, L. W. (2003). Social Research Methods. Qualitative and
38
G R A D U A T E
D E G R E E
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Quantitative Approach. Boston: Allyn and Bacon (selected chapters).
Northey, M., Tepperman, L. (1986). Making sense in the social
sciences. A student's guide to research, writing, and style. Oxford: Oxford
University Press (selected chapters).
Magazine:
Collegium Antropologicum. Linguistic Diversity in Anthropological Perspective. Special
Supplement. (2004). 1, 28. (one article, by choice)
Cassirer, E. (1966). The Logic of Humanities. New Haven: Yale
University Press.
Kiss, C. G. (2004). Slike nacije u himnama Europe. Povijesni prilozi,
23, 159-166.
Kolesarić, V., Petz, B. (1999). Statistički rječnik. Jastrebarsko: Naklada
Slap.
Meţnarić, S. (ur.). (2003). Etničnost i stabilnost Europe u 21 stoljeću.
Zagreb: Jesenski & Turk.
Ringer, F. (1997). Max Weber's Methodology; The Unification of the
Cultural and Social Sciences. Cambridge, MA: Harvard University
Press.
Lectures (attendance compulsory), seminars, oral presentations in class
(''position papers'') at least two times per term, tutorials, field work
(interviews), reporting, independent research work in preparation of the
final paper.
Two „position papers‟ per term (4x2 pages) to be presented orally in class.
Active participation in seminar; one research work per term to be done as
homework (up to 15 pages) as a final paper. Class attendance compulsory.
Final examination includes an oral presentation and explanation of the term
research paper.
Final grade is derived as follows: Successful defence of the research work
(50%) + class attendance and active participation in seminars and lectures
(20%) + 4 compulsory „position papers‟ (30%).
Croatian and English language.
The essays can be written in any of the languages used in recommended
reading selection (Croatian, English, Italian, French or Slovenian).
Students' evaluation + pass rate at examinations + evaluation by colleagues
or Dean + respective longitudinal monitoring.
Croatian as Foreign Language
Course code
39
G R A D U A T E
D E G R E E
Type of course
Level of course
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Elective course
Basic level course
1st
2nd
Semester
3 ECTS
ECTS
(Number of
Name of lecturer Ţivko Bjelanović, Ph.D., Full Professor
Katarina Granić, BA, Assistant
Presenting the issues concerning the teaching of Croatian as a foreign
Learning
language. Preparing the students for this type of teaching, which implies a
outcomes and
contemporary approach to the process. By applying the knowledge
competences
acquired, the emphasis should be laid upon communication competences.
Exercises based on natural situations should be particularly stressed and
given priority, drawing the students' attention to mistakes most frequently
occurring, presenting also Croatian culture and civilisation by pointing out
to phraseology and idiomatic expressions.
Competences and skills acquired upon the completed audition of 1st
Prerequisites
semester.
Course contents Presentation of communication-contrastive approach to the teaching of
Croatian at the levels of phonetics, phonology, morphology, lexis, and syntax
Communication competences: language, sociolinguistic, and strategic. Role of
affective factors in the process of learning a foreign language. Objectives:
acquiring communication competemces, learning about the culture.
Programmes based upon the concept of multi-culturalism. Language
interference in learners, departure from language standard (mistakes),
interlingual and intralingual interferences, mistake analysis by collecting
materials, identification, description, and evaluation. Approach to the language
unit: linguistic description, contrastive analysis, mistake analysis, didactic
sources (in correcting mistakes).
Filipović, R. (1986). Teorija jezika u kontaktu. Zagreb: JAZU, Školska
Recommended
knjiga.
reading
Matešić, J. (1982). Frazeološki rječnik. Zagreb: Školska knjiga.
Rosandić, D., Rosandić, I. (1991). Riječ hrvatska u višejezičnom i
višekulturnom ozračju. Zagreb: Školske novine.
Rosandić, I. (1991). Tekst u nastavi stranog jezika. Zagreb: Školske novine.
Desnica-Ţerjavić, N. (1988). Fonetska razina jezika u dodiru. Zagreb.
Supplementary
(doktorska disertacija).
reading
Mihaljević Djigunović, J. (1998). Uloga afektivnih faktora u učenju
stranoga jezika. Zagreb: Filozofski fakultet Sveučilišta u Zagrebu.
Poţgaj Hadţi, V., Benjak, M. (2001). Pristup polifunkcionalnosti jezičnog
diskursa (dijaloga) u udţbenicima hrvatskog jezika kao
stranog/drugog. U L. Badurina (ur.). Teorija i mogućnosti
primijenjene pragmalingvistike (651-662). Zagreb; Rijeka: Hrvatsko
društvo za primijenjenu lingvistiku.
Rosandić, I. (1989). Prema znanstvenoj verifikaciji udţbenika za strane
jezike, Strani jezici, 4, 170-181.
Lectures with student participation, seminars, student independent work and
Teaching
Year of study
40
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
methods
research, attending Croatian language courses for foreigners.
Assessment
methods
Continuous monitoring and assessment during course.
Oral and written examination.
Language of
instruction
Croatian language
Quality
assurance
methods
Course title
Course code
Student evaluation obtained through questionnaires and surveys.
Twentieth Century Theories Researching Language and Literature
41
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Elective course
Level of course
1st
2nd
Year of study
Semester
3 ECTS
ECTS
(Number of
Name of lecturer Miranda Levanat, MA, Lecturer
This course is theoretically organized as a research for those fields where
Learning
linguistic theories and literary theories overlapping. After the completion of
outcomes and
the course, students should be able to interconnect their theoretical
competences
knowledge about language and literature.
Prerequisites
Course contents Generative grammar and narratology.
Transformational rules; deep and surface structures in generative grammar
proposed by N.Chomsky.
Different narratological research on connections between syntactic
organization and narrative structures (Propp - Greimas - Souriau - Todorov).
Researching deep structure of certain literary genre inspired by generative
grammar.
Anthropological linguistic and mythological approach to literature
Semiotical research in culture and literature. Textual reconstruction.
Connection between textual typology proposed by Lotman and
reconstruction of Proto - Slavic myths in the works taken by Ivanov and
Toporov.
R. Katičić and his work on mythological reconstruction based on folklore
material collected in the north-west Croatia. Connection between Greek and
Balto-Slavic mythological texts.
Connections between different texts and between text and culture as a
whole. Textual reconstruction leading to reconstruction of culture.
Beker, M. (1986). Suvremene knjiţevne teorije. Zagreb: Sveučilišna naklada
Recommended
Liber.
reading
Katičić, R. (1989). Hoditi-roditi. Tragom tekstova jednog praslavenskog
obreda plodnosti. Studia ethnologica, 1.
Katičić, R. (1991). Dalje o rekonstrukciji tekstova jednoga praslavenskog
obreda plodnosti II. Studia ethnologica, 3.
Lotman, J. M. (1979). The Origin of Plot in the Light of Typology. Poetics
Today.
Matasović, R. (1996). A Theory of Textual Reconstruction in IndoEuropean Linguistics. Frankfurt a/M & New York: Peter Lang
Verlag.
Propp, V. (1982). Morfologija bajke. Beograd: Prosveta.
Solar, M. (1980). Ideja i priča. Aspekti teorije proze. Zagreb: Znanje.
Škiljan, D. (1994). Pogled u lingvistiku. Rijeka: Naklada Benja.
Chomsky, N. (1957). Syntactic Structures. The Hague, Paris: Mouton.
Supplementary
Chomsky. N. (1965). Aspects of the Theory of Syntax. Cambridge: MIT
reading
Press.
Duranti, A. (2000). Linguistic Anthropology. Cambridge: CUP.
Foley, W. A. (1998). Anthropological Linguistics: an introduction. Oxford:
Type of course
42
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Blackwell Publishers.
Kramarić, Z. (1989). Uvod u naratologiju. Osijek.
Lotman, J. M. (1976). Struktura umetničkog teksta. Beograd: Nolit.
Meletinski, E. M. (1983). Poetika mita. Beograd: Nolit.
Surio, E. (1982). Dvesta hiljada dramskih situacija. Beograd: Nolit.
Uspenski, B. (1979). Poetika kompozicije. Semiotika ikone. Beograd: Nolit.
Traditional lectures and seminars
Student participation is encouraged through various tasks and activities.
The assessment of student knowledge will be based on the following:
Continuous assessment (diagnostic tests, achievement tests); exam: written
and oral.
Croatian language
Methodology of Croatian Language Teaching
Course code
43
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Level of course
Core course
Year of study
2th
ECTS /Number
of credits/
Name of lecturer
5 ECTS
Vlado Pandţić, Ph.D., Full Professor
Learning
outcomes and
competences
Students are introduced to the theory of Croatian language learning process
and enabled to teach the subject (Croatian language and literature) to
primary and secondary school pupils.
Prerequisites
Competences and skills acquired upon the completion of examinations in
the following courses: The basics of Pedagogy, Didactics, Psychology of
Teaching.
Syllabus framework: Applied linguistics. Language learning. Current theory
and practice on Croatian language teaching. The purpose of Croatian
language teaching. Principles. Systems and approaches. The teaching of
phonetics, phonology, morphology, word-formation and syntax of the
Croatian language, as well as of lexicology and Croatian stylistics. History
and dialectology of the Croatian language as applied in the teaching
process. Teaching of the Croatian orthography.
Teţak, S. (1996). Teorija i praksa nastave hrvatskoga jezika 1. Zagreb:
Školska knjiga.
Školska knjiga.
Teţak, S. i Babić, S. (1992). Gramatika hrvatskoga jezika. Zagreb: Školska
knjiga.
Damjanović, S. (2002). Slovo iskona. Zagreb: Matica hrvatska.
Jonke, Lj. (1964). Knjiţevni jezik u teoriji i praksi. Zagreb: Znanje.
Kekez, J., Pandţić, V. i Mamić, M. (1998). Hrvatski 2: udţbenik za II.
razred strukovnih tehničkih (četverogodišnjih) škola. Zagreb: Profil
international.
Mamić M., Pandţić, V. i Kekez, J. (1998). Hrvatski 1: udţbenik za I. razred
strukovnih tehničkih (četverogodišnjih) škola. Zagreb: Profil
international.
Pandţić, V., Mamić, M. i Kekez, J. (1998). Hrvatski 3: udţbenik za III.
international.
Pandţić, V., Kekez, J. i Mamić, M. (1998). Hrvatski 4: udţbenik za IV.
international.
Pandţić, V. (2001). Hrvatski jezik, pismenost i knjiţevnost u
bosanskohercegovačkom školstvu. Zagreb: Profil international.
Peko, A. i Pintarić A. (1999). Uvod u didaktiku hrvatskoga jezika. Osijek:
Pedagoški fakultet.
Pranjković, I. (2002). Druga hrvatska skladnja. Zagreb: Hrvatska
sveučilišna naknada.
Pranjković, I. (1995). Sintaksa hrvatskoga jezika: udţbenik za 3. razred
Type of course
Course contents
Recommended
reading
Supplementary
reading
Semester
44
3th
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
Language of
instruction
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
gimnazije. Zagreb: Školska knjiga.
Samardţija, M. (1995). Leksikologija s poviješću hrvatskoga jezika:
udţbenik za 4. razred gimnazije. Zagreb: Školska knjiga.
Samardţija, M. (2002). Nekoć i nedavno. Rijeka: Izdavački centar Rijeka.
Silić, J. (1998). Fonetika i fonologija hrvatskoga jezika: udţbenik za 1.
razred. Zagreb: Školska knjiga.
Silić, J. (1995). Morfologija hrvatskoga jezika: udţbenik za 2. razred
gimnazije. Zagreb: Školska knjiga.
Silić, J. (1984). Od rečenice do teksta. Zagreb: Sveučilišna naklada Liber.
Titone, R. (1977). Primijenjena lingvistika. Zagreb: Školska knjiga.
Vince, Z. (2002). Putovima hrvatskoga knjiţevnog jezika. Zagreb: Nakladni
zavod Matice hrvatske.
Lectures (ex-cathedra with student participation), seminars containing a
variety of activities.
1. Continuous knowledge evaluation during classes (diagnostic tests,
achievement tests, seminar papers, etc.).
2. Examination: written / oral / seminar paper presentation / written
report on professional practice.
3. Professional practice: to show knowledge and skills and apply them
to teaching practice.
Croatian language
Quality
assurance
methods
Course title
Methodology of Literature Teaching
Course code
45
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
Level of course
Lectures + Seminars/Exercises/Advisory hours
Core course
Year of study
2nd
Type of course
A N D
Semester
L I T E R A T U R E
3rd
5 ECTS
ECTS
(Number of
Name of lecturer Professor Emeritus Ivan Mimica, Ph.D.
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
The knowledge of literature teaching theory and media culture and ability to
teach in primary and secondary schools. The ability for competent
monitoring and evaluation of one‟s own teaching, as well as of other
teachers, and being able to find a creative solution for unexpected situations
which may occur in the teaching process.
Competences and skills acquired upon the completion of examinations in
courses: The Basics of Pedagogy, Didactics and Psychology of Education.
Methodology of literary education. Literature as the subject of study.
Curriculum definition of literature classes. Theory of literature teaching and
literature science. Systems and methods of literature teaching. Types of
teaching classes. Literature interests and motivation. Expressive reading.
School interpretation and reception of literary works. Obligatory reading of
major national authors. Methodical approach to lyrics. Problems in literature
teaching. The teaching of history and theory of literature. Extracurricular
activities in literature education.
Diklić, Z. (1989). Lik u knjiţevnoj, scenskoj i filmskoj umjetnosti. Zagreb:
Školska knjiga.
Pandţić, V. (2001). Hrvatski roman u školi. Zagreb: Sveučilišna naklada
Liber.
Pandţić, V. (2001). Putovima školske recepcije knjiţevnosti. Zagreb: Profil
international.
Rosandić, D. (1993). Novi metodički obzori. Zagreb: Školske novine.
Rosandić, D. (1986). Metodika knjiţevnog odgoja i obrazovanja. Zagreb:
Školska knjiga.
Teţak, S. (1990). Metodika nastave filma. Zagreb: Školska knjiga.
Beţen, A. (1989). Znanstveni sustav metodike knjiţevnog odgoja i
obrazovanja. Zagreb: Školska knjiga.
Diklić, Z. (1996). Hrvatski u školi: zbornik praktičnih radova iz nastave
hrvatskoga jezika. Zagreb: Školska knjiga.
Pandţić, V. (2004). Prilozi za hrvatsku povijest recepcije knjiţevnosti.
Zagreb.
Pavletić. V. (1995). Kako razumjeti poeziju. Zagreb: Školska knjiga.
Peleš, G. (1999). Tumačenje romana. Zagreb: ArTresor naklada.
Šabić, A. G. (1991). Učenik i lirika. Zagreb: Školska knjiga.
Teţak, S., Teţak, D. (1997). Interpretacija bajke u osnovnoj školi. Zagreb:
Divič.
Udţbenici i priručnici iz knjiţevnosti za osnovnu i srednje škole.
Lectures, seminars, advisory hours. Students‟ active participation in
discussions. Group and pair work assignments. Independent work on
46
G R A D U A T E
D E G R E E
Assessment
methods
Language of
instruction
Quality
assurance
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
seminar papers.
Monitoring students‟ participation in class, especially seminar discussion.
Successful completion of seminar paper. Written preparation for simulated
practical lectures. Oral examination.
Croatian language
Students‟ evaluation, colleagues‟ evaluation and reflections. The results of
examinations and practice.
47
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Methodology of Teaching Oral and Written Communication
Course code
Level of course
Lectures + Exercise/Advisory hours
Core course
Year of study
2nd
ECTS
/Number of
credits allocated/
3 ECTS
68 student study hours = 2,27 ECTS
Name of lecturer
Learning
outcomes and
competences
mastered the theory of teaching spoken and written communication, as well
as to have become qualified to teach it themselves, both in primary and
secondary schools.
Prerequisites
Competences and skills acquired upon completing the course and
examination in Basics of Pedagogy, Didactics, and Psychology of
Education.
Rhetorical art and skills as applied in public-speaking and lecturing. Brief
history of rhetoric. Historical overview of written expression. Rhetoric
strategies. The teacher as a speaker and a lecturer up to the present day.
Contemporary theory and practice of cultivating spoken and written
expression. Preparation, structure, and articulation of a lecture (speech).
a) Listening to a speech (lecture). Culture and speech. Types of speech.
Types of written texts / compositions / essays. Functional styles. Rhetorical
figures. Exercises in style and composition. Narration. Description.
Discussion. Exposition. Explanation. Argumentation. Modern media as
applied to spoken and written expression and communication.
Aristotel (1989). Retorika. Zagreb: Naprijed.
Školska knjiga.
Pandţić, V. (2001). Govorno i pismeno izraţavanje u srednjoj školi. Zagreb:
Profil international.
Rosandić, D. (2002). Od slova do teksta i metateksta. Zagreb: Profil
international.
Beker, M. (1997). Kratka povijest antičke retorike. Zagreb: ArTresor
naklada.
Gračanin, Đ. (1954). Temelji govorništva. Zagreb.
Kvintilijan, M. F. (1984). Obrazovanje govornika. Sarajevo: Veselin
Masleša.
Pranjić, K. (1968). Jezik i knjiţevno djelo. Zagreb: Školska knjiga.
Škarić, I. (2000). Temeljci suvremenog govorništva. Zagreb: Školska knjiga.
Vuletić, D. (1987). Govorni poremećaji. Zagreb: Školska knjiga.
Lectures, both conventional and with students' participation. Creative
classes. Seminars embracing a number of diverse activities.
Type of course
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
Semester
3rd
1. Continuous evaluation throughout the term by means of diagnostic
48
G R A D U A T E
D E G R E E
methods
Language of
instruction
Quality
assurance
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
and achievement tests, homework assessment, seminar papers, etc.)
2. Written and oral examination, seminar paper presentation, written
report on conducted practical work or field-research.
3. Practical work requiring demonstration of skills and competences as a
guarantee of future successful performance of teaching practice.
Croatian language
Student evaluation obtained via questionnaires and surveys.
49
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Theatre Culture
Course code
Level of course
Lectures + Exercises/Advisory hors
Elective course
Basic level course
Year of study
2nd
ECTS /Number
of credits
allocated/
2 ECTS
Name of lecturer
Anatolij Kudrjavcev, Ph.D., Associate Professor
Learning
outcomes and
competences
Students are competent to give a coherent and grounded critique and
analytic review of a theatre play or drama.
Prerequisites
Competences and skills acquired upon the completion of 2nd semester.
Course contents
Viewer, actor, dramaturge, critic, director, stage designer, costume designer,
stage music, stage lighting, stage technicians, dramatic forms, tragedy.,
comedy, drama in a narrower sense, modern drama, forms of stage
performance – opera, operetta, musical, puppet show, cabaret, variety
show...
Students are free to choose what they want to read.
Type of course
Recommended
reading
Semester
3rd
Supplementary
reading
Teaching
methods
Lecture (ex-cathedra with active participation of students)
Tutorials (play analysis)
Field classes (theatres, puppet shows, and other performances)
During the classes, the students are encouraged to take an active part in
analysis of the performance which they have previously seen.
Continuous knowledge evaluation during classes (discussion and analysis
after the performance)
Examination: oral
Croatian language
Assessment
methods
Language of
instruction
Quality
assurance
methods
1. Students express their opinions on the quality of instruction in their
surveys.
2. The teachers of related subjects collaborate and jointly work on the
quality enhancement. Occasionally, the classes are monitored and evaluated
by Head of Department, etc.
50
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Extracurricular Language-Artistic Activities at School
Course code
Level of course
Elective course
Year of study
2nd
Type of course
Semester
3rd
3 ECTS
ECTS
(Number of
Name of lecturer Professor Emeritus Ivan Mimica, Ph.D.
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
The knowledge of the methodical theory and practice in extracurricular
activities of language and literature orientation. Ability to organise,
supervise, and lead culture-related clubs, groups etc., in primary and
secondary schools. Students should possess developed abilities and
profound affinity for certain cultural and artistic activities, as well as the
ability to inspire and nurture creativity in their students.
Competences and skills acquired upon the completion of examinations: The
Basics of Pedagogy, Didactics, and Psychology of Education.
Extracurricular cultural and artistic activities in primary and secondary
schools. Contents, forms, and methods of work. Organisation and
programme of work. The work of literary, journalist, drama, eloquence
(reciting), film and other related groups and societies. Forms of children and
youth creativity. Students' creative works. School magazines. Writing,
technical editing, and publishing of texts.
Školska knjiga.
Skok, J. (1992). Ţubor riječi: antologijski izbor pjesama. Zagreb: Školska
knjiga.
Teţak, S. (1979). Literarne, novinarske, recitatorske i srodne druţine:
priručnik za nastavnika. Zagreb: Školska knjiga.
Gruić, I. (2002). Prolaz u zamišljeni svijet. Zagreb: Golden marketing.
Blaţeković, T., Furlan, B. (1993). Knjiţnica osnovne škole. Zagreb:
Nacionalna sveučilišna biblioteka.
Doubtfire, D. (1991). Kreativno pisanje. Zagreb: Kosinj.
Kunić, I. (990). Kultura dječjeg govornog i scenskog stvaralaštva. Zagreb:
Školska knjiga.
Previšić, V. (1987). Izvannastavne aktivnosti i stvaralaštvo. Zagreb:
Školske novine.
Previšić, V. (2002). Umjetnost i znanost u razvoju ţivotnog potencijala.
Zagreb.
Silić, J. (1984). Od rečenice do teksta. Zagreb: Sveučilišna naklada Liber.
Teţak, S. (1990). Metodika nastave filma. Zagreb: Školska knjiga.
Zbornik stručnih radova o dječjem pisanom izraţavanju. (1984). Zavod za
PPS ZO Gospić, Rijeka, Novalja.
51
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Lectures, seminars, advisory hours. Visits to cultural institutions. Meetings
and literary sessions (poetry recitals, etc.) with renowned artists, journalists,
and other relevant experts.
Completion of the seminar paper. Verbal and written text interpretations.
Examination: oral.
Language of
instruction
Croatian language
Quality
assurance
methods
Students' opinions and colleagues' reflections. Results of the performance
concerning assignment, oral examinations, etc.
52
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Language Difficulties of Pupils in Primary and Secondary Schools
Course code
Level of course
Elective course
Year of study
2nd
ECTS /Number
of credits
allocated/
2 ECTS
Name of lecturer
Anita Runjić-Stoilova, BA, Assistant
Introduction to the most frequent difficulties observed in primary and
secondary school pupils and enabling the students for independent work
with these pupils.
Type of course
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
Semester
3rd
Competences and skills acquired upon the completion of the following
examinations: Basics of Pedagogy, Didactics, and Psychology of Education.
Difficulties in speech and writing. Phonological, morphological, syntactic,
and other language and non-language inaccuracies (illogical ties,
awkwardness of expression) of primary and secondary school pupils.
Individual work with these pupils. Correcting inaccuracies. Assistance in
acquiring and developing a clearer and more precise oral and written
expression.
Rosandić, R. (2002). Od slova do teksta i metateksta. Zagreb: Profil
international.
Škarić, I. (1988). Govorne poteškoće i njihovo uklanjanje. Zagreb: Mladost.
Gračanin, Đ. (1975). Temelji govorništva. Zagreb.
Pandţić, V. (2001). Govorno i pismeno izraţavanje u srednjoj školi. Zagreb:
Profil international.
Školska knjiga.
Škarić, I. (2000).Temeljci suvremenog govorništva. Zagreb: Školska knjiga.
Vuletić, D. (1987). Govorni poremećaji: izgovor. Zagreb: Školska knjiga.
Lecture (ex-cathedra with student participation, creative learning)
Tutorials including a wide range of activities
Continuous knowledge evaluation during classes (diagnostic tests,
homework review, achievement tests, seminar papers etc.)
Oral examination
Croatian language
53
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Introduction to Pedagogy of Dramatic Arts
Course code
Level of course
Elective course
Year of study
2nd
ECTS
/Number of
credits allocated/
2 ECTS
Name of lecturer
Learning
outcomes and
competences
Acquainting the students with basics of pedagogy of dramatic arts, enabling
them to successfully organise and supervise school drama groups and
societies.
Prerequisites
Competences and skills acquired upon completing the course and
examination in Introduction to Pedagogy, Didactics, and Psychology.
Education of young people in dramatic arts. Educational theatre.
Community theatre. Puppetry and scenic culture. Forms and methods of
work. Liberating children from schemes and predetermined concepts of the
adults. Articulation. Phonetic exercises aimed at acquiring a better
pronunciation and voice modulation.
Improvisation and scenic games. Drama techniques. Scenic speech. Scenic
movement. Possibilities of theatre an drama education of children and
adolescents with special needs.
Berry, C. (1997). Glumac i glas. Zagreb: AGM.
Ladika, Z. (1970). Dijete i scenska umjetnost. Zagreb: Školska knjiga.
Krušić, V. (1995). Dramski odgoj: svjetski pokret. U I. Zalar (ur.).
Umjetnost i dijete, 4-6, 223-226.
Krušić, V. (ur.). (1997). Dramski odgoj, 1-2. Zagreb: Hrvatski centar za
dramski odgoj.
Čehov, M. A. (2004). Glumcu: o tehnici glume. Zagreb: Hrvatski centar ITI
-UNESCO.
Teţak, S. (1979). Literarne, novinarske, recitatorske i srodne druţine.
Lectures, both conventional and with students' participation. Creative
classes. Seminars embracing a number of diverse activities.
Type of course
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
Semester
3rd
1. Continuous evaluation throughout the term by means of diagnostic
and achievement tests, homework assessment, seminar papers, etc.).
2. Oral examination.
Croatian language
Student evaluation obtained via questionnaires and surveys.
54
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Type of course
Level of course
Elective course
2nd
Semester
2 ECTS
ECTS
(Number of
Year of study
Name of lecturer
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
3rd
Katja Tresić-Pavičić, BA, Language Instructor
Acquiring competences as regards language editing and improving the text
by adjusting it to orthography, grammar, and syntax of the standard
Croatian language, also paying attention to the question of style.
Learning the skills of correcting printing errors by proofreading.
Competences and skills acquired upon the completion of first year on
undergraduate study programme.
Language editing approach to diverse types of text:literary, newspaper,
journalist, non-fiction, scientific.
Comparison of different orthography solutions as proposed by various
reference books on standard Croatian orthography.
Language editing, i.e. correcting and improving the text at the levels of
orthography, grammar, syntax, lexis, and style.
Proofreading signs, skill of detecting printing errors.
Babić, S., Finka, B., Moguš, M. (1994). Hrvatski pravopis. Zagreb: Školska
knjiga (i ostala izdanja).
Anić, V., Silić, J. (2001). Pravopis hrvatskoga jezika. Zagreb: Novi Liber.
Dulčić, M. (ur.). (1997). Govorimo hrvatski. Zagreb: Hrvatski radio.
Pavešić, S. (ur.). (1971). Jezični savjetnik s gramatikom. Zagreb: Matica
hrvatska
Jezik. Časopis za kulturu hrvatskoga knjiţevnog jezika. Zagreb: Hrvatsko
filološko društvo (izbor).
Interna skripta.
Seminars, tutorials, advisory hours, individual and group tasks.
Assessment
methods
Continuous monitoring and competence assessment coducted by tests and
homework evaluation.
Written examination.
Language of
instruction
Croatian language
Quality
assurance
methods
Student and colleague evaluation, examination analysis (pass rate).
55
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Media Culture in Teaching
Course code
Level of course
Core course
Year of study
2nd
ECTS /Number
of credits
allocated/
2 ECTS
Name of lecturer
Professor Emeritus Ivan Mimica, Ph.D.
Learning
outcomes and
competences
Introduction to the theory of media culture instruction aimed at developing
the students‟ to teach the course to primary and secondary school pupils.
Prerequisites
Competences and skills acquire upon the completion of examination in:
Basics of Pedagogy, Didactics and Psychology of Education.
Course contents
Media culture in youth education. Current educational approach to media
culture. Essence and purpose of lecturing on film. The film in primary and
secondary schools. The fundamental factors of film education. Organisation
of film classes. Correlations between the film, other media and the literature
teaching courses. The theatre in literature classes. Radio and TV
programmes in literature classes. The computer and the Internet in the
teaching process.
RTV - pedagogija. (1970). Zagreb: Radio-televizija Zagreb, Mladost.
Teţak, S. (1990). Metodika nastave filma na općeobrazovnoj razini. Zagreb:
Školska knjiga.
Turković, H. (1988). Razumijevanje filma: ogledi iz teorije filma. Zagreb:
Grafički zavod Hrvatske.
Type of course
Recommended
reading
Supplementary
reading
Semester
4th
Boras, D. i Dovedan, Z. (2002). Informatika: udţbenik za 1. razred srednjih
škola. Zagreb: Školska knjiga.
Ladika, Z. (1970). Dijete i scenska umjetnost. Zagreb: Školska knjiga.
Peterlić, A. (2001). Osnove teorije filma. Zagreb: Hrvatska sveučilišna
naklada.
Školska knjiga.
TuĎman, M. (2003). Prikazalište znanja. Zagreb: Hrvatska
TuĎman M. (1990). Teorija informacijske znanosti. Zagreb: Informator.
Televizija u školi. Zagreb: Televizija Zagreb, Obrazovni program.
Šavle, S. (2001). Internet. Rijeka: Adamić.
Umjetnost i znanost u razvoju ţivotnog potencijala. (2002). Zagreb:
Hrvatska udruga za psihosocijalnu onkologiju.
56
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Teaching
methods
Lectures, seminars, field work. Independent work on seminar papers.
Assessment
methods
Continuous knowledge evaluation during classes.
Monitoring of students‟ engagement in seminar discussions.
Oral examination.
Seminar paper evaluation.
Croatian language
Language of
instruction
Quality
assurance
methods
Student evaluation, colleague evaluation and observations.
Examination results.
57
G R A D U A T E
D E G R E E
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Teaching Practice
Course code
Level of course
Field work/Practical sessions
Core course
Year of study
2nd
Type of course
Semester
4th
3 ECTS
ECTS
(Number of
Name of lecturer Dr. sc. Ivan Mimica, prof. emeritus
Learning
outcomes and
competences
Prerequisites
Course contents
Ability to observe (in a non-judgmental way) and notice elements of the
teaching process. Ability to plan lessons and teach according to the plan.
Mastery of basic classroom management skills. Ability to reflect on own
lessons.
Competences and skills acquired upon the completion of the first year
graduate study (teacher training programme).
Attendance at observation classes in primary school lower grades: 4 hours.
Independent demonstration lessons delivered in primary school lower
grades: 1 hour.
Attendance at observation classes in primary school upper grades: 25 hours.
Independent demonstration lessons delivered in primary school upper
grades: 4 hours.
Attendance at observation classes in secondary schools: 25 hours.
Independent demonstration lesson delivered in secondary schools: 4 hours.
Attendance at observation classes in schools for pupils with special needs: 5
hours.
Independent demonstration lessons delivered n classes consisting of pupils
with special needs: 1 hour.
Attendance at extracurricular classes dealing with diverse activities in
relation to language and literature: 5 hours.
Independent organising, articulating, and supervising various extracurricular
and extramural activities, groups, societies: 1 hour.
Recommended
reading
Student uses the literature mentioned in methodical courses.
Supplementary
reading
Student uses the literature mentioned in methodical courses.
Teaching
methods
Observation the mentor's lessons, filling in observation sheets, interpreting
data collected by observation sheets, keeping diary, writing lesson plans,
preparing teaching materials, discussing lessons with mentors,
microteaching.
The student gets a grade for teaching practice. The grade reflects the
student's teaching practice grades (80%) and portfolio grade (20%). The
portfolio contains the student's lesson plans, mentor's reports, the student's
Assessment
methods
58
G R A D U A T E
D E G R E E
Language of
instruction
Quality
assurance
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
interpretation of data collected by observation sheets and the student's diary
of teaching practice.
Croatian language
59
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
3.2.2. Cultural Studies
Course title
Croatian Literary Criticism
Course code
Level of course
Core course
Year of study
1st
ECTS
/Number of
credits allocated/
4 ECTS
Name of lecturer
Ivan Bošković, MA, Senior Lecturer
Learning
outcomes and
competences
Introducing the students with issues of literary criticism, expected to result
in understanding and competent appreciation of complex problems of
literature, literary creation, and evaluation of the literary work. Attention is
focused on the nature of criticism and analysis of essential characteristics
contained in literary criticism as one of the disciplines within the study of
literature/literary scholarship.
study programme.
Concept of literary criticism. Nature of criticism.Criticism inrealtion to
scholarly study of literature. Correlation between literary criticism and
literary history. Types of literary criticism: newspaper and academic/
scholarly criticism/critique. Survey study/analysis, review article, reference
article. Origins of Croatian literary criticism. From Stanko Vraz to Franjo
Marković. Literary criticism in the age of Realism. Milan Marjanović. A.G.
Matoš. Miroslav Krleţa's crtical oeuvre. Antun Barac. Criticism between
the two World Wars (A.B. Šimić). Contemporary literary criticism with its
most renowned/outstanding authors: Vlatko Pavletić, Igor Mandić, Veselko
Tenţera, Tonko Maroević, Velimir Visković, and others.
Barac, A. (1938). Hrvatska knjiţevna kritika. Zagreb: Djela JAZU.
Mandić, I. (1998). Knjiţevno (st)ratište. Zagreb: Matica hrvatska.
Pavletić, V. (1958). Hrvatski knjiţevni kritičari, I i II. Zagreb: Školska knjiga.
Visković, V. (1988). Pozicija kritičara. Zagreb: Znanje.
Maroević, T. (1998). Klik. Zagreb: Hrvatska sveučilišna naklada.
Petrović, S. (1972). Priroda kritike. Zagreb: Liber.
Zima, Z. (2000). Porok pisanja. Zagreb: SysPrint.
Donat, B. (1978). Brbljava sfinga. Zagreb: Znanje.
Šicel, M. (2003). Pisci i kritičari. Zagreb: Naklada Ljevak.
Magazine:
Hrvatska knjiţevna kritika, I-X, 1960. and further.
Lectures, studying selected critical texts followed by discussions in which
students participate by suggestions and comments conducted through a
number of forms of individual, team, and group work.
Type of course
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Semester
60
1st
G R A D U A T E
D E G R E E
Assessment
methods
Language of
instruction
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Monitoring the students' work and active participation in class through
discussions and comments, as well as an oral examination taken upon the
completion of the course.
Croatian language
Quality
assurance
methods
Student evaluation obtained through open and friendly talks where their
opinions, remarks, and suggestions are taken into consideration, as well as
via anonymous questionnaires and surveys conducted throughout the
academic year. Success/pass rate at examinations is also taken into account.
Course title
Croatian Maritime Cultural Heritage
Course code
61
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
Level of course
Core course
Year of study
1st
Type of course
A N D
Semester
L I T E R A T U R E
1st
4 ECTS
ECTS
(Number of
Learning
outcomes and
competences
This course makes part of undergraduate study, enabling the students to
thouroughly master the maritime cultural heritage, which could prove
partcularly useful for jobs in tourism, e.g. tourist guide, interpreter of cultural
and natural environment of the Croatian maritime area, leaders of projects in
tourism, tourist animateur/entertainer, and similar.
Prerequisites
study programme.
Introduction: Croatia as a maritime country, concept of maritime cultural
heritage, the position and role of the Croatian maritime heritage within the
entire framework of the representative national culture, Mediterranean
tradition and spirit in culture of the Croatian people. Ship: the ship as a
monument of naval architectural heritage, archaetypal significance/
connotations of the ship, anthropomorphic quality of the ship, correlation
between ship-man-environment, problems related to research of
shipbuilding tradition and heritage and establishing the historical ship, data
sources, material cultural heritage (artefacts, iconography, written records),
as well as non-material one – spiritual heritage: knowledge, skills, and arts,
memory of surviving participants of traditional maritime culture, evolving
character of naval architecture design, traditional vessel typology, evolving
of small Adriatic craft, Liburnian serilija, early Croatian kondura, boat of
the River Neretva as a living fossil of Croatian naval architecture, flat
bottom boats: ladva; boat called trupa of the River Neretva, batana, sandul,
sandula, top, batel, bragoc, variations of particular Adriatic construction
designs, terms, ways of exploitation according to different localities.
Adriatic round-side boats: leut, gajeta, gajeta falkuša, guc, pasara, bracera,
trabakul, pelig, stela, loger, kuter škuna; evolution of coastal liners karaka,
galijun, karavela, marsiljana, patač, kekja, grip, pulaka,brigantina, galija;
ocean going sailing ships (ocean liners): bark, brik, škunabark, nava, škuna,
kuter; survey of typology and evolution of Adriatic vessels, riggings,
building technologies as compared to the Mediterranean, European, and
world tradition. Ship's context: Ship as a basis of maritime culture system
brings together and binds various area of human activity, knowledge, skills,
customs: navigation, fishing, interpreting signs predicting the weather,
knowledge of fish and culinary art in preparing sea-foods, phenomenon of
insularity, custom of offering a ship in a sacrifice ritual, beliefs of seafarers
/mariners ex voto; places of worship and shrines honoured by mariners,
Mediterranean cuisine. Gajeta falkuša: Ars Halieutica project, world
promotion of the Croatian maritime heritage. Maritime language:
ichtyionymy, maritime expressions in Croatian lexicography, comparative
Course contents
62
G R A D U A T E
D E G R E E
Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
ship's nomenclature, phenomenon of lingua franca. Reading and
interpreting of the Mediterranean natural and cultural landscape:
Dalmatia – Terra nautae; man's relation to the marine biological diversity –
phenomenon of the Mediterranean monk seal (Monachus Monachus),
phenomenon of insularity, cultural signs in the architecture of
Mediterranean oikos, sea as reperesented and dealt with in art.
Boţanić, J. (1998). Komiška gajeta falkuša – znak jednoga dovršenog
vremena. Brodogradnja, 1, 56-57.
Boţanić, J. (2001). Halieuticon – starogrčki ep o ribarenju. Treći
program Hrvatskog radija, 59, 15-103.
Salamon, V. (ur.). (2001). Iskustvo broda. Baština drvene brodogradnje u
Hrvatskoj. Dubrovnik: Pomorski muzej, Komiţa: Ars halieutica,
Zagreb: Durieux.
Vidović, R. (2004). Ţivot pod jedrima. Split: Knjiţevni krug.
Boţanić, J. (2003). Memento baštinicima hrvatskog arhipelaga. U M.
Majnarić (ur.). Hrvatsko podmorje. Biseri Jadrana. (29-135). Zagreb:
Fabra.
Boţanić, J. (1999). Ribarska aristokracija, Cicero, 2, 39-42.
Boţanić, J. (1997). Terra mariqua. Glasje, 7-8, 97-100.
Boţanić, J., Salamon, V. (1998). Poiesis iskustva ţivljenja s morem u
maritimnoj kulturi hrvatskog arhipelagosa. U Cambi, N. (ur.). Knjiga
Mediterana 1997. Split: Knjiţevni krug.
Boţanić, J. (1997). Lingua franca. Split: Knjiţevni krug.
Carić, J. (1925, 1926). Slike iz pomorskoga ţivota. Sarajevo: Drţavna
štamparija.
Lorini, P. (1995). Ribanje i ribarske sprave. Zagreb: Sveučilišna tiskara.
Luetić, J. (1959). O pomorstvu Dubrovačke Republike. Dubrovnik:
Pomorski muzej, Zagreb: JAZU.
Matvejević, P. (1990). Mediteranski brevijar. Zagreb: Grafički zavod
Hrvatske.
Lectures, seminar papers, workshop which provides the student with ample
opportunity to take part in the research of material heritage and experience
the traditional boat in its natural maritime environment.
Apart from the course leader and supervisor, the cooperation and expertise
of others will be occasionally called upon, e.g. Professor Velimir Salamon,
Ph.D., and Miro Kučić, MA.
Competence assessment will be conducted continuously, primarily through
evaluating students‟ participation in class and field work, as well as grading
seminar papers, monitoring and assessing the students‟ participation in the
workshop.
Quality
assurance
methods
Student feedback via anonymous questionnaires and surveys; consultations
Course title
63
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Level of course
Elective course
Basic level course
Year of study
1st
ECTS /Number
of credits
allocated/
3 ECTS
Name of lecturer
Meira Rusković, MA, Lecturer
Learning
outcomes and
competences
Students are introduced to the basic ICT terms, and taught how to evaluate
and develop a critical attitude and approach to information, possibilities of
search, use and application of the same in their tasks during their studies but
also for life-long learning purposes. The students acquire the skills in using
multimedia in their presentations, as well as E-mail.
Competences and skills acquired upon the completion of the undergraduated
study programme.
Type of course
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
methods
Semester
1st
 Basic computer concepts
 Basic computer and library science terms
 E-society
 Internet
 Life-long education
 Methods of search and presentation of information
Grbavac V. (1995). Informatika: kompjutori i primjena. Zagreb:
Sveučilišni udţbenik HZDP.
TuĎman, M.(1992). Uvod u informacijsku znanost. Zagreb: Školska knjiga.
TuĎman, M.(2003). Prikazalište znanja. Zagreb: Hrvatska sveučilišna
naklada.
Vreg, F. (1998). Humana komunikologija. Zagreb: Hrvatsko komunikološko
društvo & Nonacom.
Teţak, Đ.(2002). Pretraţivanje informacija na Internetu. Zagreb: Hrvatska
Kiš, M. (2000). Informatički rječnik englesko-hrvatski, hrvatsko-engleski.
Zagreb: Naklada Ljevak.
Lipljin, N. (2003). Izobrazba za primjenu informacijskih i komunikacijskih
tehnologija. Varaţdin: PRO-MIL.
Martin, J. (2000). Future Developments in Telecommunication. Amsterdam:
Prenzice-Hall.
Milijaš, Lj. (2000). PC-škola 2000. Varaţdin: PRO-MIL.
Milijaš, Lj. (2002). PC-škola- Office XP. Varaţdin: PRO-MIL.
A textbook devised for internal use
Lectures, Internet classes, independent research, group problem-solving
activities
Continuous evaluation of knowledge during instruction.
64
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Language of
instruction
Quality
assurance
methods
Student evaluation obtained through consultations, experience exchange
inside and outside the Department.
Course title
Introduction to Croatian Film
Course code
65
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
Level of course
Elective course
Basic level course
Year of study
1st
Type of course
A N D
Semester
L I T E R A T U R E
1st
3 ECTS
ECTS
(Number of
Name of lecturer Jurca Pavičić, MA, Senior Lecturer
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
The students will be provided with the basic knowledge and a general
insight into the major periods of history of Croatian film, as well as
historical, political, and economic factor underlying and influencing its
genesis and development. Upon the completion of the course they will have
been introduced to the major Croatian film classics – both films and their
authors.
study programme.
Pre-history of the Croatian film, origins of production tradition up to 1945;
beginnings of the post-war film industry, socialist realism and its view of
film, evolution of the classical narrative style in the 1950-ies, the first
''golden era'' (1954-1963), advance of modernism, the second ''golden era''
(late 1960-ies) the so-called 'black wave', the so-called 'feuilleton film' of
the 1970-ies, Prague school, new genre trends in the 1980-ies, period of
crisis in the 1990-ies, contemporary trends.
Goulding, D. J. (2004). Jugoslavensko filmsko iskustvo. Zagreb: V.B.Z.
Škrabalo, I. (1998). 101 godina hrvatskog filma. Zagreb: Globus.
Turković, H., Majcen, V. (2003). Hrvatska kinematografija: povijesne
značajke, suvremeno stanje, filmografija. Zagreb, Ministarstvo
kulture Republike Hrvatske.
Lectures (verbally delivered) and film projections (video tapes) in a
specialised classroom, followed by a discussion.
Oral examination in two stages: analysis and interpretation of a selected
film from the course contents and competence assessment through an
interview.
Quality
assurance
methods
Course title
Culture and Environment
66
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Level of course
Elective course
Basic level course
Year of study
1st
Type of course
Semester
1st
3 ECTS
ECTS
(Number of
Name of lecturer Ivo Babić, Ph.D., Full Professor
Learning
outcomes and
competences
The students are expected to acquire more relevant information and to
develop the awareness and appreciation of environment issues and
problems.
Prerequisites
study programme.
Philosophical, epistemological, and natural science theories and hypotheses
concerning the environment are considered and discussed, as well as a short
history of civilisation from an environmental aspect. An entire unit will be
dedicated to spatial aspects of culture, settlement organisation, especially
urban planning. Since culture landscapes and cultural heritage are generally
acknowledged to constitute an integral component of the environment, they
will be studied in more detail, with a special emphasis on their preservation
and protection.
Delrot, R. (2002). Povijest europskog okoliša. Zagreb: Barbat, Ministarstvo
zaštite okoliša i prostornog ureĎenja RH.
Klepac, R. (1980). Osnove ekologije. Zagreb: Jugoslavenska medicinska
naklada.
Russell, P. (1989). BuĎenje planeta. Zagreb: Globus.
Marasović, T. (1985). Aktivni pristup graditeljskom nasljeĎu. Split:
Sveučilište, Filozofski fakultet u Zadru.
Marasović, T. (1989). Zaštita graditeljskog nasljeĎa. Zagreb: Društvo
konzervatora Hrvatske, Split: Sveučilište, Filozofski fakultet u
Zadru.
Mumford, L. (1988). Grad u historiji. Zagreb: Naprijed.
Babić, I. (1991). Prostor izmeĎu Trogira i Splita. Kaštel Novi: Zavičajni
muzej Kaštela.
Feilden, B. (1981). Uvod u konzerviranje kulturnog nasljeĎa. Zagreb:
Društvo konzervatora Hrvatske.
Pauzanija, (1989). Vodič po Heladi. Split: Logos.
Pogledi (1998). br. 3-4 (tematski broj posvećen zaštiti spomeničkih cjelina).
Vitrovius Pollio, M. (1997). Deset knjiga o arhitekturi. Zagreb: Institut
graĎevinarstva.
+ odabrana poglavlja iz dostupne literature
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Lectures accompanied by multi-media presentation, field trips, and advisory
hours.
Assessment
Seminar papers (20% of the final grade), preliminary examinations
67
G R A D U A T E
D E G R E E
methods
Language of
instruction
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
throughout the academic year (40%), and the final written examination
(40%).
Croatian, French, and Italian language
Quality
assurance
methods
Student feedback via questionnaires upon the completion of each unit.
Course title
Sociolinguistics
Course code
68
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Level of course
Elective course
Year of study
1st
ECTS
/Number of
credits allocated/
4 ECTS
Name of lecturer
Jagoda Granić, MA, Senior Lecturer
Learning
outcomes and
competences
Qualitative and quantitative determination of social parameters, viewed as
governing and affecting changes in language patterns, as well as explaining
the functions of language. Sociolinguistics approach contributes towards
understanding and resolving problems related to language culture,
multilingual environment, and planning language in language teaching.
study programme.
Language as a social phenomenon. Language as a symbol of social
behaviour. Identity of language. Language and politics. Language and
ideology. Language policy and language planning. Language rights.
Majority and minority languages. Societal bilinguism. Ethnicity and
multilinguism. Language and culture. Ethnography of communication.
Language and nation. Language and gender.
Chambers, J. K. (2003). Sociolinguistic Theory. Oxford: Blackwell.
Pavličević-Franić, D., Kovačević, M., (ur.). (2003). Komunikacijska
kompetencija u višejezičnoj sredini II.: teorijska razmatranja,
primjena. Zagreb: Naklada Slap i Sveučilište u Zagrebu.
Siguan, M. (2004). Jezici u Europi. Zagreb: Školska knjiga
Stockwell, P. (2002). Sociolinguistics. London-New York: Routledge.
Škiljan, D. (2002). Govor nacije: Jezik, nacija, Hrvati. Zagreb: Golden
marketing.
Bratt Paulston, Ch. & Tucker, G. R. (Eds.). (2003). Sociolinguistics.
Oxford: Blackwell.
Bugarski, R. (1997). Jezik u društvenoj krizi. Beograd: Čigoja štampa.
Eckert, P. & Mc Conell-Ginet, S. (2003). Language and Gender.
Cambridge: Cambridge University Press.
Hymes, D. (1980). Etnografija komunikacije. Beograd: BIGZ.
Katičić, R. (1986). Novi jezikoslovni ogledi. Zagreb: Školska knjiga.
Kovačević, M., Pavličević-Franić, D. (ur.). (2002). Komunikacijska
kompetencija u višejezičnoj sredini I.: prikazi, problemi,
Lectures, seminars, workshops.
Type of course
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Semester
Assessment
methods
Seminar paper grade and participation in workshops.
Oral examination based on relevant reading materials.
Language of
instruction
Croatian language
69
2nd
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
Quality
assurance
methods
Student evaluation obtained through consultations.
Course title
Course code
Linguistic Typology and Croatian Language
70
L I T E R A T U R E
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Elective course
Level of course
1st
1st
Year of study
Semester
4 ECTS
ECTS
(Number of
Name of lecturer Miranda Levanat, MA, Lecturer
This course should bring closer the corpus of world languages to the
Learning
students of Croatian language. After the completion of the course, the
outcomes and
student is expected to be familiar with grammatical structures in different
competences
indo-european and non indo-european languages. Students are also expected
to have developed the ability to apply the knowledge of this subject on the
critical and functional approach to grammatical structures in Croatian
language.
Prerequisites
study programme.
Course contents 1. Comparative grammar; definition. Three different criterias for language
comparison and language classification:
1.1. Genetic classification. Language families. Introduction to IndoEuropean comparative
Grammar.
1.2. Areal classification. Areas and macro-areas. Diachronic stability and
areal diffusion.
1.3. Typological classification. Language universals (typological, absolute,
implicational,
statistic). Greenberg and Chomsky- two radically different views of
language universals.
2. Relevant typological parameters defining language types on each level:
2.1. Phonological level.
Borrowing and inheriting in Croatian phonological system. Diachronic
changes against diachronic stability.
2.2. Morphological level.
Flectional, agglutinating, polysynthetic and isolative languages. The index
of synthesis and the index of fusion.
2.3. Syntactic level.
Transitivity. Valency changing operations. Syntactically (prototypical) and
semantically (direct) based marking of core arguments. Accusative, ergative
and active languages. Languages with different kind of split-systems.
3. Croatian language in the frame of the theory of linguistic diversity.
Conclusion.
Filipović, R. (1986). Teorija jezika u kontaktu. Uvod u lingvistiku jezičnih
Recommended
dodira. Zagreb: Školska knjiga.
reading
Gluhak, A. (1993). Hrvatski etimološki rječnik. Zagreb: August Cesarec.
Hagège, C. (1995). Struktura jezikâ. Zagreb: Školska knjiga.
Kačić, M. (1996). Ergativnost i hrvatski jezik. Suvremena lingvistika, 41-42,
285-300.
Matasović, R. (2000). Kultura i knjiţevnost Hetita, Zagreb: Matica hrvatska.
Matasović, R. (2001). Uvod u poredbenu lingvistiku. Zagreb: Matica
Type of course
71
G R A D U A T E
D E G R E E
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
hrvatska.
Beekes, R. S. P. (1995). Comparative Indo- European linguistics: an
introduction. Amsterdam/ Philadelphia: Benjamins.
Comrie, B. (1989). Language Universals and Linguistic Typology. Chicago:
The University of Chicago Press.
Dixon, R. M. W. (1997). The Rise and Fall of Languages. Cambridge: CUP.
Dixon, R. M. W. (1998). Ergativity. Cambridge: CUP.
Duranti, A. (2000). Linguistic Anthropology. Cambridge: CUP.
Givón, T. (2001). Syntax (Introduction) vol.1. Amsterdam: Benjamins.
Greenberg, J. 1966. Language Universals (with special reference to feature
hierarchies). Cambridge: The MIT Press.
Hopper, P. i Thompson, S. (1982). Studies in transitivity. New York:
Academic Press.
Mithun, M. (2004). The Languages of Native North America. Cambridge:
CUP.
Nichols, J. (1990). Linguistic Diversity in Space and Time. Chicago: The
University of Chicago Press.
Plank, F. (ed.). (1979). Ergativity: towards a theory of grammatical
relations. London: Academic Press.
Shopen, T. (1985). Language Typology and Syntactic Description, 3,
Cambridge: CUP.
Traditional lectures and seminars (discussion, seminar papers etc.)
The assessment of student knowledge will be based on the following:
Continuous assessment (diagnostic tests, achievement tests, seminar
papers...); exam: written and oral.
Croatian language
Mythical Victimary Structures of Croatian Literature
Course code
72
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Level of course
Elective course
Year of study
1st
ECTS
/Number of
credits allocated/
4 ECTS
Name of lecturer
Antun Pavešković, Ph.D.
Learning
outcomes and
competences
Fundamental hermeneutic insight into mythical and victimary structures of
Croatian literary tradition. Panoramic view of major theories of myth.
Familiarity with major anthropological theories. Thorough knowledge of
theory of mimetic yearning as conceived by René Girard.
study.
René Girard's theory of mimetic yearning. Concept of Eric Gans's
generative anthropology.
Victimary structures in Croatian mediaeval literature. Croatian dramatic
slave girls and complex of slavery from mediaeval literature to Ranko
Marinković's "Gloria" and Old Testament themes in Miro Gavran's fiction.
Victimary basis and motifs of Marko Marulić's epic poetry.
Complex of victim in Vetranović's oeuvre, with a particular reference to
"Kako bratja prodaše Jozefa" (How Joseph Was Sold by His Brethren) and
"Pelegrin" (Pilgrim).
Ritual elements of persecution in Croatian pastoral plays.
Victimary background of the 17th century Croatian melodrama.
Victimary motifs in Gundulić's "Osman" and "Dubravka".
Persecution elements and motifs in Croatian epic poetry, as well as those
observed in the so-called "outlaw narrative" of the 19th century.
Mythical logic and rationale of Maţuranić's epic poem "Smrt Smail-age
Čengića".
Expressionism viewed as literature containing victimary motifs. Victimary
elements in dramatic texts of Josip Kosor.
Ivan Goran Kovačić's poem "Jama" interpreted as a soliloquy of a victim
and an act of rebellion against victimary practices.
Girard, R. (1990). Nasilje i sveto. Novi Sad: Knjiţevna zajednica.
Girard, R. (2000). Things Hidden since the Foundation of the World.
Stanford: Stanford University Press.
Pavešković, A. (ur.) (2003). Generativna antropologija. Republika, 9, 24-85.
Williams, J. (ur.) (2002). The Girard reader. New York: A Crossroad
Herder Book.
Gans, E. L. (1993). Originary Thinking. Stanford: Stanford University
Press.
Hatch, E. (1979). Antropološke teorije. Beograd: Beogradski
izdavačko-grafički zavod.
All R. Girard's books.
Internet magazine Anthropoetics, all issues – selection of studies and
articles to be agreed upon.
Croatian literary works both selected by students and arranged with the
Type of course
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Semester
73
1st
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
Language of
instruction
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
lecturer.
Lectures, seminars, discussion thorough analyses of particular literary
works. Permanent note-keeping with the aim of creating a personal file
(dossier) by each student, following the lecturer's guidance and instructions.
Essay on a particular work or genre of Croatian literature.
Assessment of permanently kept notes/dossiers of the students.
Oral assessment of competence as regards the relevant recommended
reading materials.
Quality
assurance
methods
Student evaluation obtained through consultations. Exchange of experience
within the Croatian Studies Department, as well as with other departments.
Direct electronic communication with E. Gans and the editorial board of
Anthropoetics magazine.
Course title
Sociology of Culture
74
G R A D U A T E
D E G R E E
Course code
Type of course
Level of course
Year of study
ECTS /Number
of credits
allocated/
Name of lecturer
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Core course
Basic level course
1st
2nd
Semester
4 ECTS
Upon the completion of the course the students are expected to have gained
an insight into the social nature of culture, correlation between society and
social changes, as well as culture and its dynamics. Apart from appreciating
society's influence upon culture and vice versa, the extent of independence
of culture has to be observed and determined as well.
The course also enables the students to acquire specific competences and
skills, such as analysis and synthesis, practical conveying of knowledge,
problem resolution, respect for differences and multi-culturality, certain
research skills, possibility of adjustment to new situations, openness and
interaction with others, capacity of contemplating and critically evaluating
one's own work,
Competences and skills acquired upon the completion of audition of I.
semester.
Genesis and development of sociology of culture and its correlation with
other special disciplines of sociology (primarily sociology of education and
art). Sociological concept of culture. Survey of theories of culture:
evolution-rational theory, metaphysical- irrational theory, Marxist criticism
of culture, theories of two cultures... Social structures and culture. Changes
in culture; development viewed as a change in culture. Hierarchic nature of
culture. Sub-culture and anti-culture.Mass culture and industrial society.
Mass culture interpretation. Popular and elite culture, culture of superiors
and subordinates. Culture viewed as information system. Diffusion and
reproduction systems. Culture institutions. Acculturation and inculturation
as processes pertaining to culture dynamics. Nationality and symbolic
communication. Globalisation, communication, and culture. Culture
imperialism. Culture policy. Recent sociological research of culture.
Čolić, S. (2002). Kultura i povijest. Zagreb: Hrvatska sveučilišna naklada.
Haralambos, M., Holbron, M. (2002). Kultura i identitet. U knjizi
Sociologija. Teme i perspektive. (str. 883-933). Zagreb: Golden
marketing.
Martinić, T. (1986). Kultura kao samoodreĎenje. Zagreb: CEKADE.
Rihtman-Auguštin, D. (1988). Etnologija naše svakodnevice. Zagreb:
Školska knjiga.
Adorno, T., Horkheimer, M. (1980). Sociološke studije. Zagreb: Školska
knjiga.
Baković, S. (1985). Sociologija umjetnosti. Zagreb: Spektar.
Baudrillard, J. (2001). Simulacija i zbilja. Zagreb: Naklada Jesenski i Turk.
Baranović, B. (2000). "Slika" ţene u udţbenicima knjiţevnosti. Zagreb:
IDIS.
75
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Burke, P. (1984). Popular Culture between History and Anthropology.
Ethnologia Europea, 14, 5-13.
Cirese, A. (1976). Cultura egemonica e culture subalterne. Rassegna degli
studi sul mondo popolare tradicionale. Palermo: Palumbo.
Crane, D. (1994). The Sociology of Culture. Oxford: Ukd, Cambridge: USA
Blackwell.
Čačić-Kumpas, J. (2000). Kultura, etničnost, identitet. Zagreb: Biblioteka
Revije za sociologiju.
Eagleton, T. (2002). Ideja kulture. Zagreb: Naklada Jesenski i Turk.
Gurevič, A. (1989). Problemi narodne kulture u srednjem vijeku. Beograd:
Grafos.
Hauser, A. (1986). Sociologija umjetnosti, knj. 1. i 2. Zagreb: Školska
knjiga.
Ilić, M. (1974). Sociologija kulture i umetnosti. Beograd: Naučna knjiga.
Kodrnja, J. (2001). Nimfe, muze, eurinome - društveni poloţaj umjetnica u
Hrvatskoj. Zagreb: Alinea.
Kymlicka, W. (2003). Multikulturno graĎanstvo. Zagreb: Naklada Jesenski
i Turk.
Mannheim, K. (1979). Eseji o sociologiji kulture. Zagreb: Stvarnost.
Mikecin, V. (1995). Umjetnost i povijesni svijet. Sociološko-filozofske
rasprave o umjetnosti i kulturi. Zagreb: Hrvatsko filozofsko društvo.
Meštrović, M., Štulhofer, A. (ur.). (1998). Sociokulturni kapital i
tranzicija u Hrvatskoj. Zagreb: Hrvatsko sociološko društvo.
Petrović, S. (1989). Estetika i sociologija. Beograd: Naučna knjiga.
Pilić, Š. (1997). Čitalačka kultura nastavnika. Školski vjesnik, 46, 1, 17-30.
Polšek, D. (2003). Zapisi iz treće kulture. Zagreb: Jesenski i Turk.
Rihtman-Auguštin, D. (1984). Struktura tradicijskog mišljenja. Zagreb:
Školska knjiga.
Ritzer, G. (1999). McDonaldizacija društva. Zagreb: Jesenski i Turk.
Roszak, T. (1978). Kontrakultura. Zagreb: Naprijed.
Shields, R. (2001). (ur.). Kulture Interneta. Zagreb: Naklada Jesenski i
Turk.
Simmel, G. (2001). Kontrapunkti kulture. Zagreb: Naklada Jesenski i Turk.
Teching methods Lectures, research seminar, project work, field work.
Monitoring project work and oral examination.
Assessment
methods
Language of
Croatian language
instruction
Quality
Students' evaluation, examination (pass rate) analysis, long term monitoring
assurance
analysis.
methods
Course title
Course code
76
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Core course
Basic level course
Level of course
1st
2nd
Year of study
Semester
4 ECTS
ECTS
(Number of
The course provides the students with a comprehensive insight into the
Learning
basic principles and methodology of comparative approach to literature, as
outcomes and
well as closely related issues, such as: history of comparative literature,
competences
influence as the central concept of traditional comparative literature,
concepts of intertextuality and quotability, literary periods and genres,
thematology, literary translation, correlation of literature with other arts, etc.
Prerequisites
Course contents The course is based on numerous examples from world literature with
special emphasis on phenomena and writers who have in any way
perticipated in the formation of the Croatian literature.
Beker, M. (1995). Uvod u komparativnu knjiţevnost. Zagreb. Školska
Recommended
knjiga.
reading
Košutić Brozović, N. (novija izdanja). Čitanka iz stranih knjiţevnosti, 1, 2.
Solar, M. (2003). Povijest svjetske knjiţevnosti. Zagreb: Golden marketing.
knjiga.
Oraić Tolić, D. (1990). Teorija citatnosti. Zagreb: Grafički zavod Hrvatske.
Supplementary
Pavličić, P. (1983). Knjiţevna genologija. Zagreb: Liber.
reading
Pichois, Cl. i Rousseau, A. M. (1973). Komparativna knjiţevnost. Zagreb:
Matica hrvatska.
Weisstein, U. (1973). Comparative Literature and Literary Theory. Survey
and Introduction. Bloomington-London: Indiana University Press.
Lectures, seminars, advisory hours - conducted directly or by e-mail.
Teaching
methods
Monitoring the students' participation and progress in lectures and seminars;
Assessment
assessment of the seminar paper on a selected topic; competence assessment
methods
based on the recommended reading materials and by an oral examination.
Croatian and/or English language
Language of
instruction
Quality
experience within the Croatian Studies Department, as well as with other
assurance
departments.
methods
Type of course
Course title
Film in the Era of Modernism and Post-Modernism
77
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Level of course
Elective course
Year of study
1st
Type of course
Semester
2nd
3 ECTS
ECTS
(Number of
Name of lecturer Jurica Pavičić, MA, Senior Lecturer
Learning
outcomes and
competences
The students are expected to acquire basic information and knowledge with
regard to the trends in the world cinematography from the 1950-ies to the
present day, particularly the ones creating and shaping film practice and
styles, making also a contextual background for the growth and
development of the Croatian film in this period.
Prerequisites
semester.
Film avant-garde as opposed to the classical narrative style, experimental
film of the 1930-ies. Neorealism. ''Cahiers du cinéma'', the French New
Wave, and its impact upon the European and American film. Free cinema.
Direct cinema. Polish 'black series'. Yugoslav 'black wave'. Bergman.
Antonioni, Tarkowski, Fellini. Political film of the 1970-ies. 'New German
Film'. 'New Hollywood'. Post-modernism in film. New genre trends.
Hollywood in the 1980-ies. Survey of contemporary trends and
developments.
Course contents
Recommended
reading
Supplementary
reading
Bordwell, D. (1997). On the History of Film Style. Cambridge: Mass,
London: Harvard University Press.
Parkinson, D. (1995). History of Film. London/New York: Thames and
Hudson.
Pavičić, J. (1998). Dogma 95, Hrvatski filmski ljetopis, 15.
Pavičić, J. (2000). Film 90-ih: Kontroverze i trendovi desetljeća, Hrvatski
filmski ljetopis, 21.
Peterlić, A. (1983). Ogledi o devet autora. Zagreb: Centar za kulturnu
djelatnost.
Peterlić, A. (2002). Studije o 9 filmova. Zagreb: Hrvatski filmski savez.
Škrabalo, I. (1998). 101 godina filma u Hrvatskoj. Zagreb: Nakladni zavod
Globus.
Teaching
methods
Lectures, film projections accompanied by discussion, students' analysis and
interpretation.
Assessment
methods
Oral examination consisting of two parts: general knowledge assessment
and an interpretation of a selected film.
Language of
instruction
78
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Quality
assurance
methods
Course title
Course code
79
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
Level of course
Elective course
Year of study
1st
Type of course
A N D
Semester
L I T E R A T U R E
2nd
3 ECTS
ECTS
(Number of
Learning
outcomes and
competences
General competences and knowledgy of maritime lexis, knowledge of the
Croatian people’s maritime culture, capacity of interpreting maritime contents
for different culture-related purposes. Specific competences: making a
glossary of particular chakavian idioms, interpretation of texts of a maritime
nature.
Prerequisites
semester.
Croatian nautical, shipbuilding, fishing, ichtyological, and meteorological
lexis; maritime dictionaries; maritime lexicography schools; maritime lexis
as contained in standard Croatian dictionaries; the so-called „nostromisms‟
– words derived from certain Italian dialects; maritime lexis in chakavian
speech glossaries; glossary relating to falkuša, an indigenous historical type
of the Croatina fishing boat; comparative study of M. Deanović‟s lexical
contributions for the Linguistic Atlas of the Mediterranean (Sali, Komiţa,
Lopud, Boka Kotorska, Krk, and Korčula); phenomenon of lingua franca;
translingual character of the Adriatic maritime lexis; Croatian maritime
terminology as part of the language heritage; phenomenon of amateur
chakavian lexicography; work on a dictionary of dialect; grammar
processing / elaboration, accentuation, definition, phraseology, stylistics,
lexical nests.
Boţanić, J. (1997). Nacrt glosara gajete falkuše. U Finka, B. (ur.).
Tisuću godina prvoga spomena ribarstva u Hrvata. (181-194).
Zagreb: HAZU.
Skok, P. (1933). Naša pomorska i ribarska terminologija na Jadranu. Split:
Pomorska biblioteka Jadranske straţe.
Rijeka.
Vidović, R. (1984). Pomorski rječnik. Split: Logos.
Babić, B. (1877). Nazivlje korita i jedrilja broda u hrvatskom, njemačkom i
talijanskom. Kraljevica: Primorska Tiskara.
Babić, B. (1901). Pomorski rječnik ili nazivlje za brodarenje po moru. Senj:
Tiskara Ive pl. Hreljanovića.
Deanović, M. (1962). Lingvistički atlas Mediterana. 1. dio: Anketa u Boki
Kotorskoj. Zagreb: JAZU.
Deanović, M. (1966). Lingvistički atlas Mediterana. 2. dio: Anketa na Visu
(Komiţi). Zagreb: JAZU.
Deanović, M. (1967). Lingvistički atlas Mediterana. 3. dio: Anketa u Salima
na Dugom otoku. Zagreb: JAZU.
Filipi, G. (1997). Betinska brodogradnja – etimologijski rječnik pučkog
Course contents
Recommended
reading
Supplementary
reading
80
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
nazivlja. Šibenik: Ţupanijski muzej u Šibeniku.
Jurišić, B. (1962). O našoj pomorskoj terminologiji. U Novak, G.,
Maštrović, V. (ur.). Pomorski zbornik. (str. 451-469). Zagreb: JAZU,
Zadar: Institut za historijske i ekonomske nauke.
Jurišić, B. (1956). Pomorski izrazi u Vitezovićevu rječniku. U Krbek, I.
(ur.). Anali Jadranskog instituta (str. 297-404). Zagreb: JAZU.
Kačić, M. (1994). Rječnik i gramatika. Filologija, 22-23, 297-302.
Katičić, R. (1994). Leksikografija i gramatika. Filologija, 22-23, 281-286.
Keber, L. (2002). Tradicionalne brodice hrvatskog Jadrana. Zagreb:
Tehnički muzej.
Luetić, J. (1956). Naša pomorska terminologija u A. Jal-ovom "Glossaire
nautique" iz 1848. g. U Kostrenčić, M. (ur.). Ljetopis (str. 248-255).
Zagreb: JAZU.
Machiedo, M. (1997). Duţ obale; hrvatske i mletačke teme. Zagreb: Ceres.
Majcen, G., Siminiati, B. (1947/48). Pomorski rječnik. Split: Pomorstvo.
Menac, A. (1994). Frazeologija u različitim tipovima jednojezičnih
hrvatskih rječnika. Filologija, 22-23, 161-168.
Rijeka.
Vajs, N. (1994). Leksikografski metajezik. Filologija, 22-23, 323-333.
Vidović, R. (1992). Koine pomorskoga anemonimijskoga nazivlja.
Vinja, V. (1986). Jadranska fauna – etimologija i struktura naziva I – II.
Zagreb: JAZU, Split: Logos.
Vinja, V. (1998). Jadranske etimologije I, II, III. Zagreb: Školska knjiga.
Vulić, S. (1994). Struktura rječničkog članka u rječnicima izvornih
čakavskih govora. Filologija, 22-23, 185-191.
Lectures, Seminars, Workshop. Introducing the students to the existing
dictionaries. Under the guidance of the tutor the students draw up
comparative glossaries for the lexis of particular maritime items (e.g.
shipbuilding tools, parts of the vessel, ichtyonyms, types of traditional
vessels, nautical terms, toponyms).
Monitoring students‟ work, evaluation of each particular work, assessment
of glossaries pertaining to a particular maritime semantic field.
Language of
instruction
Croatian language
Quality
assurance
methods
Course title
Greek Colonisation of the East Adriatic
Course code
81
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
Level of course
Lectures + Seminars/Exercises/Advisory hours
Elective course
Year of study
1st
Type of course
A N D
Semester
L I T E R A T U R E
2nd
3 ECTS
ECTS
(Number of
credits allocated) 68 student study time = 2,27
Name of lecturer Branko Kirigin, Ph.D., Associate Professor
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Assessment
methods
The student is able to collect and integrate facts of the development Greek
colonization of the eastern Adriatic coast. He is expected to develop ability
to recognize archaeological findings and place them into socio-historical
context by himself.
semester.
The course embraces the East Adriatic in the first millennium BC when first
the influence (exchange and trade) and later the colonization of ancient
Greeks have appeared. Within the course the following lectures will be
given: Introducing Greek civilization. Geographical outline (geology,
climate, vegetations). History of research of the Greek presence on the East
Adriatic. Sources: literary, epigraphic and numismatic. Mycenaean,
Geometric and Archaic periods (16th – 5th century BC). Greek colonization
(Kerkyra, Appolonia, Epidamnos/Dyrrachion, Lissos, Faros, Issa and its
settlements, Heracleia). Art and crafts (sculpture, reliefs, decorative
elements, pottery, terracotta‟s, jewellery, weapons, tools). Religion and
cults: Diomedes, Antenor, Cadmus and Harmonia, Ionios). Burial costumes.
Agriculture. Sailing the Adriatic. Relations between the natives and the
Greeks. Relations between the natives, Greeks and the Romans.
Brunšmid J. (1998). Natpisi i novac grčkih gradova u Dalmaciji. Split:
Knjiţevni krug.
Cambi N., Čače S. i Kirigin B. (ur.). (2002). Grčki utjecaj na istočnoj
obali Jadrana (izbor radova). Split: Knjiţevni krug.
Kirigin B., (2004). Faros, parska naseobina: prilog proučavanju grčke
kolonizacije u Dalmaciji. Vjesnik za arheologiju i historiju
dalmatinsku, 96, 1-301. Split: Arheološki muzej.
Stipčević A. (1974). Iliri: povijest, ţivot, kultura. Zagreb: Školska knjiga.
Boardman J. (1980). The Greeks Overseas. London: Thames and Hudson.
Bracessi L. (1979). Grecita Adriatica. Bologna: Patron.
Braccesi L. i Luni M. (ur.). (2002/2004). I Greci in Adriatico, 1, 2.
Hisperia,15, 18. Roma: L‟Erma di Bretschneider.
Caratelli G. P. (ur.). (1996). I Greci in Occidente. Milano: Bompiani.
Kirigin B. (1996). Issa. Zagreb: Matica hrvatska.
Wilkes J. (2001). Iliri. Split: Laus.
Traditional with multimedia support, tutorials and field work.
The assessment of student knowledge/performance will be based on the
following:
1. Continuous assessment (seminar papers) – 50%
82
G R A D U A T E
D E G R E E
Language of
instruction
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
2. Exam: written – 50%
Quality
assurance
methods
Course title
Introduction to Philosophy
83
L I T E R A T U R E
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Level of course
Core course
Basic level course
Year of study
1st
ECTS
/Number of
credits allocated/
4 ECTS
98 student study hours = 3,27 ECTS
Name of lecturer
Frano Šago, Ph.D., Senior Lecturer
Learning
outcomes and
competences
Basic understanding of the areas of philosophy.
Familiarity with basic reference books.
Orientation in relation to ways and methods of philosophising.
Prerequisites
Course contents
Philosophy and origin. Origin and innocence. Philosophy and
philosophising. Conceptualisation of reality. Language and experience.
Prejudice, opinion, authority, tradition. Ambiguity of experience:
admiration, wonder, awe, doubt, methodical dilemma, scepticism, scandal,
need for rationality.
Dialogue, polemics, sophistry, discussion, dispute. Thinking, autonomy,
self-cognition, others. Learning, reading, listening, thinking. Thinking and
truth. Interpretations, images, word, language, idea, poetry, science,
philosophy. Areas of philosophy.
Badiou, A. (2001). Manifest za filozofiju. Zagreb: Jesenski i Turk
Blackburn, S. (2002). Poziv na misao. Zagreb: AGM.
Bochenski, J. M. (1997). Uvod u filozofsko mišljenje. Split: Verbum.
Fink, E. (1998). Uvod u filozofiju. Zagreb: Matica Hrvatska.
Heidegger, M. (1998). Što je to filozofija? U Kraj filozofije i zadaća
mišljenja (str. 261-281). Zagreb: Naprijed.
Nagel, T. (2002). Što sve to znači? Zagreb: KruZak.
(Each students selects at least two titles.)
Böhme, G. (1998). Einführung in die Philosophie. Frankfurt am Main.
Suhrkamp
Jaspers, K. (1988). Einführung in die Philosophie. München, Zürich: Piper.
Hofmeister, H. (1991). Philosophisch denken. Stuttgart.
Vandenhoeck.Sedmak, C., (2003). Kleine Verteidigung der Philosophie.
München: C. H. Beck
Raffin, F. (1998). Introduction à la philosophie. Paris: Armand Colin.
Type of course
Recommended
reading
Supplementary
reading
Semester
2nd
Teaching
methods
Lectures (tradional / student-participation-encourage / discussions).
Assessment
methods
Essay writing (1,500 – 2,000 words).
Oral or written examination.
Language of
instruction
Croatian language
84
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Quality
assurance
methods
1. Student evaluation obtained through questionnaires and surveys
2. Close collaboration with colleagues teaching related courses, monitoring
each other's work, joint efforts at raising the quality level.
Course title
Amid Semiotics and Semiology
85
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Level of course
Elective course
Year of study
1st
ECTS /Number
of credits
allocated/
4 ECTS
Name of lecturer
Marin Andrijašević, Ph.D., Assistant Professor
Learning
outcomes and
competences
Abilities of applying acquired knowledge in the scientific research on sign
processes.
Prerequisites
Competences and skills acquire upon the completed audition of 1st
semester.
The theory of sign and semiotics. Semiotics and semiosis – theory and
definitions. Semiotics research. Structuralistic tradition: de Saussure and
Hjelmslev. Post Hjelmslev semiotics. Peirce and interpretative semiotics.
Modern theories of endless semiosis. Semiotic systems – relation between
the systems and classification. Dynamics of semiotic systems. Semiology of
the meaning – manifestation and signs. Semiology of communication –
sems and communication practice. Semiotics of culture and media.
Pragmatics. Hermeneutics
Chandler, D. (2002). Semiotics: The Basics. London: Routledge.
Cobley, P. (ed.). (2001). The Routledge Companion to Semiotics and
Linguistics. London-New York: Routledge.
Barthes, R. (1989). Carstvo znakova. Zagreb: August Cesarec.
Eco, U. (2004). U potrazi za savršenim jezikom. Zagreb: HENA COM.
Nöth, W. (2004). Priručnik semiotike. Zagreb: Ceres.
Škiljan, D. (1985). U pozadini znaka Zagreb: Školska knjiga.
Auroux, S. (1998). La raison, le langage et les normes. Paris : Presses
universitaires de France.
Barthes, R. (1987). Knjiţevnost, mitologija, semiologija. Beograd: Nolit.
Beker, M. (1991). Semiotika knjiţevnosti. Zagreb : Zavod za znanost o
knjiţevnosti Filozofskoga fakulteta u Zagrebu.
Eco, U. (1984) Semiotica e filosofìa del linguaggio. Torino: Einaudi.
Guiraud, P. (1983). Semiologija. Beograd: Prosveta.
Peirce, Ch. S. (1998).The Essential Peirce: Selected Philosophical Writings,
1-2. Bloomington: Indiana University Press.
Morris, Ch. (1975). Osnove teorije o znacima. Beograd: BIGZ.
Mukařovský, J. (1987). Struktura, funkcija, znak, vrednost. Beograd: Nolit.
Type of course
Course contents
Recommended
reading
Supplementary
reading
Semester
Teaching
methods
Lectures, seminars (seminar paper discussions).
Assessment
methods
Assessment of seminar papers.
Examination: written / oral.
86
2nd
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
Language of
instruction
Croatian language
Quality
assurance
methods
Course title
Religion in Croatian Culture
Course code
87
L I T E R A T U R E
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Level of course
Elective course
Basic level course
Year of study
1st
ECTS /Number
of credits
allocated/
4 ECTS
Name of lecturer
Ivan Grubišić, Ph.D., Lecturer
Learning
outcomes and
competences
The students will be acquainted with the basics of religion, religion-related
and religious culture at a general level, with a particular reference to the role
of religion in the Croatian culture and tradition.
Prerequisites
semester.
Religion and religiosity. Complexity of the phenomenon of religion:
concept, definitions, and their contents. Distinction between the notions of
church (ecclesiastic) issues, world view, and religiousness. The role of
religion in the Croatian culture and tradition.
Grubišić, I. (1993). Religija i sloboda, Split: HAU.
Grubišić, I. i Zrinšćak, S. (1999). Religija i integracija, Zagreb: Institut
društvenih znanosti Ivo Pilar.
Jukić, J. (1973). Religija u modernom industrijskom društvu, Crkva u
svijetu, Split.
Laloux, J. (1981). Uvod u sociologiju religije. Zagreb: Kršćanska
sadašnjost.
Zbornik radova (1995). Konfesije i rat. Split: Centar za religijska
istraţivanja, Hrvatska akademska udruga.
Jukić, J. (1993). Budućnost religije. Split: Matica hrvatska.
Šanjek, F. (1995). Kršćanstvo kod Hrvata. Zagreb: Kršćanska sadašnjost.
Lectures encouraging the students' participation, advisory hours.
Type of course
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Semester
2nd
Assessment
methods
Seminar paper, oral examination.
Language of
instruction
Croatian language
Quality
assurance
methods
Course title
Stylistics
Course code
88
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
Level of course
Core course
Year of study
2nd
Type of course
Semester
A N D
L I T E R A T U R E
3rd
4 ECTS
ECTS
(Number of
Nataša Paradţik, MA, Assistant
Capacity of perceiving and discerning expressive and impressive values of
Learning
language expression. Art of interpreting and evaluating various types of
outcomes and
text. Apart from sensibility for discerning nuances of language expression,
competences
the student is expected to master contemporary linguistic and stylistic
terminology requierd for an independent analysis and interpretation of both
literary and non-literary texts.
Competences and skills acquired upon the completion of examination in
Prerequisites
course Croatian Literary Criticism.
Course contents Introduction to stylistics: concept, stylogenuity, types of stylistics, poetic
and communication functions of language, denotation and connotation,
affectiveness. Expressive and impressive values of the language expression,
correlation of rhetoric and stylistics.
Functional styles: colloquial, scientific, administration, poetic, diplomatic
/political, sacral/church/ecclesiastical.
Relation between the organic and standard idiom: linear structure of the
written word, vertical structure of the spoken word, oral/colloquial style in
the medium of written word, linear quality/structure of the spoken word
(problems concerning reading of a text), scenic/theatrical speech.
Linguostylistic text analysis: literary, non-fiction/journalist, colloquial
texts will be analysed at the phonostylematic, morphostylematic,
syntactostylematic, semantostylematic, lexicostylematic, graphostylematic,
textostylematic, and diachronous stlylistic levels, as well as free reported
speech as employed in both contemporary and traditional oral literature.
Dialectal stylistics: analysis of texts of written and oral literature pertaining
to all three basic dialects of the Croatian language, as well as non-literary
texts belonging to organic speech.
Guiraud, P. (1964). Stilistika. Sarajevo: Veselin Masleša.
Recommended
Katičić, R. (1971). Jezikoslovni ogledi. Zagreb: Školska knjiga.
reading
Pranjić, K. (1968, 1973; 1985). Jezik i knjiţevno djelo. Zagreb: Školska
knjiga. Beograd: Nova prosveta.
Pranjić, K. (1983). Stil i stilistika. U: Škreb, Z., Stamać, A. (ur.). Uvod u
knjiţevnost. (str. 253-303). Zagreb: Grafički zavod Hrvatske.
Solar, M. (1976). Stilistika. U knjizi Teorija knjiţevnosti. (str. 55-80).
Boţanić,
J. (1992). Komiške facende – stilistika i poetika usmene
Supplementary
nefikcionalne priče Komiţe. Split: Knjiţevni krug.
reading
Boţanić, J. (1985). Interpretacija novele Ranka Marinkovića – AnĎeo.
Zadarska revija, 2-3, 122-134.
Boţanić J. (1982). Interpretacija novele Ranka Marinkovića – Benito Floda
89
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
fon Reltih. Mogućnosti, 3-4-5, 335-344.
Boţanić, J. (1985). Interpretacija novele Ranka Marinkovića – Samotni
ţivot tvoj. Mogućnosti, 8-9, 853-870.
Boţanić, J. (1992). Modus metaliterarnosti u zbirci novela Ruke Ranka
Marinkovića, Mogućnosti, 1-2, 145-149.
Boţanić, J. (1984). Proturječnosti proučavanja umjetnosti riječi.
Mogućnosti, 6-7, 567-578.
Čale, F. (1973). Od stilema do stila, Zagreb: Nakladni zavod Matice
hrvatske.
Čunčić, M. (1980). Stilematika Kolarove proze. Zagreb: Sveučilišna naklada
Liber.
Frangeš, I. (1959). Stilističke studije, Zagreb: Naprijed.
Katičić, R. (1986). Novi jezikoslovni ogledi, Zagreb: Školska knjiga.
Pranjić, K. (1998). Iz-Bo-sne k Europi – stilografijske svaštice. Zagreb:
Matica hrvatska.
Pranjić, K. (1986). Jezikom i stilom kroza knjiţevnost, Zagreb: Školska
knjiga.
Škreb, Z. (1983). Mikrostrukture stila i knjiţevne forme. U Škreb, Z.,
Stamać, A. (ur.). Uvod u knjiţevnost (str. 303-365). Zagreb: Grafički
zavod Hrvatske.
Vinogradov, V. (1971). Stilistika i poetika, Sarajevo: Zavod za izdavanje
udţbenika.
Vončina, J. (1977). Analize starih hrvatskih pisaca, Split: Čakavski sabor.
Vuletić, B. (1976). Fonetika knjiţevnosti, Zagreb: Liber.
Vuletić, B. (1986). Sintaksa krika, Rijeka: Izdavački centar Rijeka.
Lectures, seminars – encouraging the students to actively participate in
work on texts, independent stylistic interpretation of the text and writing
seminar papers.
Oral and written examination, assessment of oral and written interpretations,
both in class and in final seminar paper.
Language of
instruction
Croatian language
Quality
assurance
methods
studies Department, as well as with other departments.
Course title
Theatre Culture
Course code
90
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Level of course
Lectures + Exercises/Advisory hors
Core course
Basic level course
Year of study
2nd
ECTS /Number
of credits
allocated/
4 ECTS
87 sati student study time = 2,90 ECTS
Name of lecturer
Anatolij Kudrjavcev, Ph.D., Associate Professor
Learning
outcomes and
competences
Students are competent to give a coherent and grounded critique and
analytic review of a theatre play or drama.
Prerequisites
Course contents
Viewer, actor, dramaturge, critic, director, stage designer, costume designer,
stage music, stage lighting, stage technicians, dramatic forms, tragedy.,
comedy, drama in a narrower sense, modern drama, forms of stage
performance – opera, operetta, musical, puppet show, cabaret, variety
show...
Type of course
Recommended
reading
Semester
3rd
Supplementary
reading
Teaching
methods
Lecture (ex-cathedra with active participation of students)
Tutorials (play analysis)
Field classes (theatres, puppet shows, and other performances)
During the classes, the students are encouraged to take an active part in
analysis of the performance which they have previously seen.
Continuous knowledge evaluation during classes (discussion and analysis
after the performance)
Examination: oral
Croatian language
Assessment
methods
Language of
instruction
Quality
assurance
methods
1. Students express their opinions on the quality of instruction in their
surveys.
2. The teachers of related subjects collaborate and jointly work on the
quality enhancement. Occasionally, the classes are monitored and evaluated
by Head of Department, etc.
Course title
Course code
Type of course
Social History of Ideas and Ideologies
91
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Elective course
Level of course
2nd
3rd
Year of study
Semester
3 ECTS
ECTS
(Number of
Name of lecturer Renata Relja, Ph.D., Senior Lecturer
Introduction to basic social ideas and ideologies, particularly the ones
Learning
emerging during / in the course of past centuries. An insight into modern
outcomes and
cognitive, metaphysical, sociological, anthropological, theological, and
competences
other orientations and approaches. Drawing the students' attention to a
number of boundary issues with regard to diverse ideological contexts.
Prerequisites
course Sociology of Culture.
Course contents Determining and defining concepts of idea and ideology. Ancient nonEuropean (oriental) civilisations as precursors and heralds of social ideas.
Social ideas of Ancient Greece, Hellenistic and Roman periods.
Mediaeval social ideas. Social thought of the Renaissance. Social reality
from the 15th to 18th century. Precursors of contemporary sociology. Social
ideas of the Modern Age. Contemporary theories of society. Social and
political doctrines and ideologies. Selected topics in accordance with
students' ineterests and affinites.
Pojman, L. P. (ur.). (2004). Introduction to Philosophy: Classical and
Recommended
Contemporary Readings. New York: Oxford, Oxford University
reading
Press.
Reaper, W. i Smith, L. (2002). Kratka povijest ideja. Prekretnice u
povijesti ljudske misli. Zagreb: Mozaik knjiga.
Simon, R. L. (ur.). (2002). The Blackwell Quide to Social and Political
Philosophy. Malden, Oxford, Blackwell.
Annas, J. (2000). Ancient Philosophy. Oxford University Press.
Supplementary
Armstrong, A. H. (1995). The Cambridge History of Later Greek and Early
reading
Medieval Philosophy. Cambridge: Cambridge University Press.
Braudel, F. (1990). Civilizacije kroz povijest. Zagreb: Globus.
Filipović, V. (ur.). (1982). Filozofska hrestomatija, 1-12, Zagreb: Nakladni
zavod Matice hrvatske.
Maier, H., Rausch, H., Denzer, H. (1998). Klasici političkog mišljenja. I, II.
Zagreb: Golden marketing.
Lectures and seminars
Teaching
methods
Written and oral examination
Assessment
methods
Croatian language
Language of
instruction
Student evaluation obtained through questionnaires and surveys. Lecturers
Quality
responsible for the same subject area collaborate closely, monitoring and
assurance
discussing each other's work. Occasional class observation and appraisal by
methods
Head of Department. External evaluation conducted at a national level by a
specialised expert agency appointed by the Ministry of Science, Education,
92
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
and Sports.
Course title
Symbolic Logic
93
L A N G U A G E
A N D
L I T E R A T U R E
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Type of course
Elective course
Basic level course
Level of course
2nd
Year of study
Semester
3 ECTS
ECTS
(Number of
Name of lecturer
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
3nd
Berislav Ţarnić; Ph.D., Assistant Professor
On the general level, student will improve his analytical skills. In particular,
student will be able to translate natural language sentences into the language
of the first order logic, he will be able to check the validity of inferences
and proof correctness with the first order logic, he will be able to construct
formal natural deduction proofs and their informal counterparts, he will be
able to discriminate semantic and syntactic characterizations of a logic.
Course content is a standard logic course at intermediate level. Main units:
(a) language of the first order logic (FOL), (b) natural deduction system for
FOL, (c) issues in translations between natural language and FOL language,
(d) comparison between different deductive systems (natural deduction,
axiomatics, "tableau" system), (e) basics of formal semantics, (f) basics of
metatheory of FOL (soundness, completeness, incompleteness, decidability
etc.), (g) introduction to modal logic. Special emphasis is given to the topics
that are relevant in linguistics.
Barwise, J. i Etchemendy, J. (2000). Language, Proof and Logic. CSLI
Publications. Center for the study of Language and Information
Stanford University. Seven Bridges Press. New York: London.
Boolos, G. & Jeffrey, R. (1989). Computability and Logic (pp. 3, 5, 10).
Cambridge.University Press.
Gamut, L.T.F. (J. van Benthem, J. Groenendijk, D. de Jongh, M. Stokof, H.
Verkuyl) (1991). Logic, Language and Meaning. Volume II:
Intensional Logic and Logical Grammar (pp: 2, 3). The University of
Chicago Press. Chicago: London
Ţarnić, B. (2004). Simbolička logika.
(http://www.vusst.hr/~logika/skripta.pdf)
Cauman, L. (2004). Uvod u logiku prvog reda. Zagreb: Jesenski i Turk
d.o.o.
Cummins, R. i Dellarosa, D. (ur.). (2000). Minds, Brains and Computers.
The Foundations of Cognitive Science. Blackwell Philosophy
Anthologies.
Jeffrey, R. (1989). Formal Logic: its Scope and Limits. McGraw-Hill Book
Company.
Kovač, S. (2004). Nacrt modalne logike (skripta). Zagreb: Institut za
filozofiju (http://filist.fizg.hr/~skovac/Modalnahttp.pdf).
Šarić, Lj. (2002). Kvantifikacija u hrvatskome jeziku. Zagreb: Institut za
hrvatski jezik i jezikoslovlje.
Šikić, Z. (1987). Novija filozofija matematike. Beograd: Nolit.
94
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
Course title
Course code
Type of course
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Orman, van W. Methods of Logic. (1978). London: Routledge & Kegan
Paul.
Vuković, M. (2000). Matematička logika I. Zagreb: PMF - Matematički
odjel.
Ţarnić, B. (2004). Interaktivna logika (kompilacija interaktivnih sredstava
za učenje logike). (http://www.vusst.hr/~logika/pilot).
Lecturing supplemented by reach use of information and communication
technologies, including WebCT.
Written test and oral exam
Philosophy of Science
Lectures/Advisory Hours
95
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Elective course
Basic level course
Level of course
2nd
3th
Year of study
Semester
3 ECTS
ECTS
(Number of
Student develops competencies in logical analysis of scientific texts.
Learning
Student will be able to recognize and define philosophical aspects of
outcomes and
scientific knowledge.
competences
Prerequisites
Course contents The course encompasses three units. The first short unit introduces basic
logical and methodological notions needed for the analysis given in the
second unit. The second unit covers selected issues in philosophy in science
in a critical manner. The relation between language and cognition is
discussed using Wittgenstein's Tractatus-u. Carnap's criterion of
meaningfulness is critically examined. Popper's theory of scientific method
is analyzed against results in formal theory of learning. The differences
between sciences of nature and sciences of man are analyzed with respect to
the types of explanations (Von Wright) and with regards to the differences
between languages they use (Davidson). The limitations of axiomatic
method are given by way of philosophical interpretation of Gödel's
metatheoretical results.
Kuhn, T. (2000). Struktura znanstvenih revolucija. Naklada Jesenski i
Recommended
Turk/HSD.
reading
Lelas, Lelas, S. i Vukelja, T. (1996). Filozofija znanosti. Zagreb: Školska knjiga.
Nagel, E. i Newman, J. R. (2001). Gödelov dokaz. Zagreb: Kruzak.
Sesardić, N. (ur.). (1984). Filozofija nauke. Beograd: Nolit.
Supplementary
reading
Davidson, D. (2001). Subjective, Intersubjective, Objective. Oxford
University Press.
Heisenberg, W. (1996). Fizika i filozofija. Zagreb: Kruzak.
Popper, K. R. (1966). Objective knowledge. Clarendon Press.
Šikić, Z. (ur.). (1987). Novija filozofija matematike. Beograd: Nolit.
Wright, V. i Henrik, G. (1971). Explanation and Understanding. London:
Routledge & Kegan Paul.
Wittgenstein, L. (1987). Tractatus Logico-Philosophicus. Sarajevo: V.
Masleša.
Ţarnić, B. (2004). Simbolička logika (skripta).
http://www.vusst.hr/~logika/skripta.pdf
Teaching
methods
Assessment
methods
Language of
instruction
Lectures. Text analysis and interpretation. Discussion.
Oral exam
96
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Quality
assurance
methods
Course title
Exercise Course on the Croatian Film (1950-ies, 1960-ies, 1970-ies,
contemporary film)
97
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Course code
Level of course
Elective course
Year of study
2nd
Type of course
Semester
3rd
3 ECTS
ECTS
(Number of
Name of lecturer Jurica Pavičić, MA, Senior Lecturer
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
By an analytical watching of selected Croatian films the students are
expected to gain an insight into the poetic, economic, ideological, genre,
and thematic features and components underlying and influencing them.
Films presented in the course have been selected as typical representatives
of particular styles, genres, and major oeuvres in the Croatian
cinematography.
Competences and skills acquired upon the completed audition of 2nd
semester.
Presentation of the following films: "Plavi 9", "Koncert", "Ne okreći se
sine", "Vlak bez voznog reda", "H8", "Tri Ane", "Rondo", "Protest",
"Lisice", "Novinar", "Samo jednom se ljubi", "Treći ključ", "Mondo Bobo",
"Ta divna splitska noć".
Film projections accompanied by commentary, discussion, and explanation
of historical circumstances.
Assessment
methods
Oral examination: interpretation of a selected film.
Language of
instruction
Quality
assurance
methods
Course title
Course code
Type of course
Comparative Literature of the Antiquity
98
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Elective course
Level of course
2nd
3rd
Year of study
Semester
4 ECTS
ECTS
(Number of
The students are expected to acquire a comparative insight right into the
Learning
literature of the Western civilisation circle, from its oriental origins to the
outcomes and
end of the Antiquity, which should enable them to fully understand and
competences
appreciate the entire literature of the Western world, as well as major
cultures of the Ancient World: Egyptian, Mesopotamian, Greek, Roman,
and Hellenistic.
Prerequisites
course Introduction to Comparative Literature
Course contents Concept of history of world literature. World, general, comparative, and
national history of literature. Literary epochs / periods of the European
cultural circle. Methodology of comparative literature. Oriental origins of
European literature. Greek literature, basic characteristics and t / evolution
stages. Homer‟s epics. Hesiod. Survey of Greek lyric poetry. Development
of tragedy and comedy. Hellenism. Roman literature: basic characteristics
and significance. Periodisation. Theatre in Rome. Development of lyric and
epic poetry. Fiction.
Beker, M. (1979). Povijest knjiţevnoh teorija. Zagreb: SNL.
Recommended
Čale, F. (ur.). (1977). Antička knjiţevnost. (1982). Knjiţevnost Bliskog i
reading
Dalekog istoka. Povijest svjetske knjiţevnost. Zagreb: Mladost.
Solar, M. (1982). Teorija knjiţevnosti. Zagreb: Školska knjiga.
Škreb, Z. i Stamać, A. (1983). Uvod u knjiţevnost. Zagreb: GZH.
Beker, M. (1995). Uvod u komparativnu knjiţevnost. Zagreb: Školska
Supplementary
knjiga.
reading
Cavendish, R. (ur.). (1990). Mitologija. Ljubljana - Zagreb: Omladinska
knjiga.
D'Amico, S. (1972). Povijest dramskog teatra. Zagreb: Matica hrvatska.
Graves/Grevs/, R. (1974). Grčki mitovi, 1, 2. Beograd: Nolit.
Hornblower & Spawforth (ur.). (1996). The Oxford Classical Dictionary.
Oxford: Oxford University Press.
Meletinski, E. M. (1984). Poetika mita. Beograd: Nolit.
Mrkšić, B. (1971). Riječ i maska. Pristup scenskoj umjetnosti. Zagreb:
Školska knjiga.
Peleš, G. (1989). Priča i značenje. Zagreb: Naprijed.
knjiga.
Škiljan, D. (ur.). (1996). Leksikon antičkih autora. Zagreb: Latina &
Graeca - Matica hrvatska.
Tronski, M. (1951). Povijest antičke knjiţevnosti, Zagreb: Matica
hrvatska.
Zamarovsky, V. (1973). Junaci antičkih mitova. Zagreb: Školska knjiga.
99
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
Lectures, seminar, advisory hours - conducted directly or by e-mail.
Course title
Social Anthropology of Mediterranean: Communities, Societies,
Modernization
Monitoring the students' participation in lectures and seminars; seminar
paper assessment; written and oral examination.
Croatian; English as required.
experince within
the Croatian Studies Department, as well as with other departments.
Course code
Type of course
Lecture + Seminar/Advisory hours
100
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Level of course
Elective course
Year of study
2nd
ECTS /Number
of credits
allocated/
4 ECTS
Name of lecturer
Learning
outcomes and
competences
Student acquires: more extensive understanding of cultural attributes of
Mediterranean civilizations; insight into social and anthropological
particularities of Dalmatian environment; overview of comparative cultural
characteristics of east Mediterranean.
Course completed, student is expected to be able to find, process, analyze
and apply (if needed) information related to cultural landscape of given
environment /habitus. She should be able to evaluate independently
what either traditional or modern local, regional Mediterranean culture has
to offer to relevant markets. Student acquires skills and knowledge how to
inform potential users (leisure industry) about Mediterranean life styles
advantages.
Competences and skills acquired upon the completed audition of II.
semester.
Formation, maintenance, duration and modernization of societies of eastern
and western Mediterranean; their deconstruction. An overview of economic,
maritime, military, institutional attributes of modernization, from renaissance
to enlightment period. Analytical tools concerning: geography, social history,
insulae mentality, clash between tradition and change due to modernization
cycles; construction and desegregation of communities, migration, and
acculturation. Maritime heritage, lingua franca, ethnographic and ecological
dimensions of modernization.
Braudel, F. (1997). Sredozemlje i sredozemni svijet u doba Filipa II.
Zagreb: Izdanja Antibarbarus.
Jodice, M. (2000). L' ile mediterranee. Arles: Actes Sud, Milan: Motta.
Mairota, P., Thornes, J. B., Geeson, N. (Eds.). (1998). Atlas of
Mediterranean environments in Europe. Chichester:
J. Wiley & Sons, cop.
Matvejević, P. (1998). La Mediterranee et L' Europe. Stock, Brodard et
Taupin.
Švob-Đokić, N. (2001). Redefining cultural identities: the multicultural
contexts of the Central European and Mediterranean regions.
Zagreb: Institute for International Relations.
Austin, J. ... (2001). Mediterranean Europe. Melbourne: Lonely Planet
Publications.
Bertoša, M. (2003). Istra, Jadran, Sredozemlje. Zagreb: Durieux,
Dubrovnik: University Press.
Brauch, H. G. ... (Eds.). (2003). Security and Environment in the
Mediterranean. Berlin: Springer.
Cartledge, P., Garnsey, P. (1997). (Eds.). Hellenistic constructs: essays in
culture, history and historiography. Electronic resource.
Cassani, A., Felice, D. (1999). Civilta et popoli del Mediterraneo: immagini
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Semester
101
3rd
G R A D U A T E
D E G R E E
Teaching
methods
Assessment
methods
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
e pregiudizi. Bologna: CLUEB.
Cowan, A. (2000). Mediterranean urban culture, 1400-1700.
Halpern, B., Hobson, D. (1993). (eds.). Law, politics and society in the
ancient Mediterranean world. Sheffield: Sheffield University Press.
Hattendorf, J. (2000). (ed.). Naval policy and strategy in the
Mediterranean: past, present, future. London: Frank Cass.
Lopašić, A. (1994). Mediterranean Societies. Tradition and Change.
Zagreb: Croatian Anthropological Society.
Meschini, M. (2001). (Ed.). Mediterraneo medievale: cristiani,
musulmani ed eretici tra Europa e Oltremare (secoli 9-13).
Milano: Vita e pensiero.
Mueller-Jentsch, D. (2005). Deeper integration and trade in services in the
Euro-Mediterranean region. Washington, D.C.: The World Bank.
Lectures (traditional/students participation encouraged/on-line). Seminars
(discussion, seminar papers, reports, etc.). Exercises. Field work. Research
project.
The assessment of student knowledge/performance will be based on the
continuous assessment (independent research tasks, seminar papers).
Exam: written/oral/seminar paper presentation/report on fieldwork.
Language of
instruction
Croatian, English and Italian language.
Quality
assurance
methods
monitor each other's work. Occasional class observations and appraisal by
Head of Department.
Course title
Course code
Type of course
Lectures + Seminar/Exercise/Advisory hours
Core course
102
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
Level of course
Basic level course
Year of study
2nd
ECTS /Number
of credits
allocated/
3 ECTS
Name of lecturer
Learning
outcomes and
competences
acquired the following basic knowledge and identification of concepts
related to research in the humanities, particularly language and
communication:
- critical reading, evaluation, and summarising of research-related
information
- planning, organising, and implementation, as well as reporting on the
research conducted
- gathering and classification of data regarding their own research (the
Internet, reference libraries, and secondary sources)
- receiving and responding to various sources of information ( textual,
numerical, verbal)
- assessing the reliability and validity of both numerical and non-numerical
information sources
- mastering the basics of team research work.
The students are expected to have obtained the following professional
(''career'', ''life long'') skills and competences:
- working and doing research, both independently and in a team;
- rational application of work variables with respect to time and
organisation
- developing a targeted, as well as a flexible approach to individual and
team work
- ethical principles of research work: unprejudiced listening to other
people's opinions, testing their own attitudes, assessment of the sensitivity
of certain issues and the ensuing ethical responsibility; scepticism
concerning authoritative theories
Competences and skills acquired upon the completed audition of III.
semester.
Planning of research and the related scientific text; research layout, specimen,
data.
Critical and systematic selection of relevant scientific information.
Research models, basic steps for humanities students.
Construction and analysis of interview forms and questionnaires. Basic quality
procedures. Quantity procedures survey. Writing scientific reports.
Kotzé, E. (2004). Language and Identity - The Afrikaans Community in the
UK. Collegium Antropologicum, 28, 1, 63-72.
Miller, G., Dingwall, R. (1997). Context & Method in Qualitative
Research. London: Sage (selected chapters).
Neuman, L. W. (2003). Social Research Methods. Qualitative and
Quantitative Approach. Boston: Allyn and Bacon (selected chapters).
Northey, M., Tepperman, L. (1986). Making sense in the social
sciences. A student's guide to research, writing, and style. Oxford: Oxford
Prerequisites
Course contents
Recommended
reading
Semester
103
4th
G R A D U A T E
D E G R E E
Supplementary
reading
Teaching
methods
Assessment
methods
Language of
instruction
Quality
assurance
methods
Course title
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
University Press (selected chapters).
Časopis:
Collegium Antropologicum. Linguistic Diversity in Anthropological Perspective. Special
Supplement. (2004). 1, 28. (one article, by choice)
Cassirer, E. (1966). The Logic of Humanities. New Haven: Yale
University Press.
Kiss, C. G. (2004). Slike nacije u himnama Europe. Povijesni prilozi,
23, 159-166.
Kolesarić, V., Petz, B. (1999). Statistički rječnik. Jastrebarsko: Naklada
Slap.
Meţnarić, S. (ur.). (2003). Etničnost i stabilnost Europe u 21 stoljeću.
Zagreb: Jesenski & Turk (researches).
Ringer, F. (1997). Max Weber's Methodology; The Unification of the
Cultural and Social Sciences. Cambridge, MA: Harvard University
Press.
Lectures (attendance compulsory), seminars, oral presentations in class
(''position papers'') at least two times per term, tutorials, field work
(interviews), reporting, independent research work in preparation of the
final paper.
Two „position papers‟ per term (4x2 pages) to be presented orally in class.
Active participation in seminar; one research work per term to be done as
homework (up to 15 pages) as a final paper. Class attendance compulsory.
Final examination includes an oral presentation and explanation of the term
research paper.
Final grade is derived as follows: Successful defence of the research work
(50%) + class attendance and active participation in seminars and lectures
(20%) + 4 compulsory „position papers‟ (30%).
Croatian and English language.
The essays can be written in any of the languages used in recommended
reading selection (Croatian, English, Italian, French or Slovenian).
Students' evaluation + pass rate at examinations + evaluation by colleagues
or Dean + respective longitudinal monitoring.
Course code
Level of course
Core course
Year of study
2nd
Type of course
Semester
104
4th
G R A D U A T E
D E G R E E
P R O G R A M M E :
C R O A T I A N
L A N G U A G E
A N D
L I T E R A T U R E
2 ECTS
ECTS
(Number of
Name of lecturer
Learning
outcomes and
competences
Prerequisites
Course contents
Recommended
reading
Supplementary
reading
Teaching
methods
Katja Tresić-Pavičić, BA, Language Instructor
Acquiring competences as regards language editing and improving the text
by adjusting it to orthography, grammar, and syntax of the standard
Croatian language, also paying attention to the question of style.
Learning the skills of correcting printing errors by proofreading.
Competences and skills acquired upon the completion of first year on
undergraduate study programme.
Language editing approach to diverse types of text:literary, newspaper,
journalist, non-fiction, scientific.
Comparison of different orthography solutions as proposed by various
reference books on standard Croatian orthography.
Language editing, i.e. correcting and improving the text at the levels of
orthography, grammar, syntax, lexis, and style.
Proofreading signs, skill of detecting printing errors.
Babić, S., Finka, B., Moguš, M. (1994). Hrvatski pravopis. Zagreb: Školska
knjiga (i ostala izdanja).
Anić, V., Silić, J. (2001). Pravopis hrvatskoga jezika. Zagreb: Novi Liber.
Dulčić, M. (ur.). (1997). Govorimo hrvatski. Zagreb: Hrvatski radio.
Pavešić, S. (ur.). (1971). Jezični savjetnik s gramatikom. Zagreb: Matica
hrvatska
Jezik. Časopis za kulturu hrvatskoga knjiţevnog jezika. Zagreb: Hrvatsko
filološko društvo (izbor).
Interna skripta.
Seminars, tutorials, advisory hours, individual and group tasks.
Assessment
methods
Continuous monitoring and competence assessment coducted by tests and
homework evaluation.
Written examination.
Language of
instruction
Croatian language
Quality
assurance
methods
Student and colleague evaluation, examination analysis (pass rate).
105

Croatian Language and Literature

Transcription

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