ABSTRACT. This paper treats of the story of Pygmalion’s love for his statue from Ovid’s version, one of the best-known myths of the classical antiquity. In Metamorphoses X, 243-297, Ovid makes a brilliant reflection about the artistic and literary creativity. Pygmalion, a devotee sculptor of Venus, despises the women and he falls in love with the statue that he made, representing an idealized female image. He is the artifex par excellence: the sculptor, refusing the reality, prefers to realize one analogous and shapes the ivory with admirable and extraordinary art that can reach the aesthetical perfection. The Pygmalion’s art overcomes the reality about beauty and changes, in such way, the very idea of ancient art: the myth becomes allegory of the ability of the art sublimation and, to the meantime, with subtle self-referential implication inside Ovidian verse, of the literary poetic creativity.
ABSTRACT. This paper analyzes the use of digital resources in the Latin poetry study. The first part will examine the explanation of intertextuality applied in the studies of Latin epic poems, with a specific reading of the epic De Raptu Proserpinae of Claudius Claudianus (c. 370 – c. 404 AD). In the second section, I propose an example of the use of informatic tools for the research of the intertextual literary links between De Raptu Proserpinae and Achilleid of Publius Papinius Statius (1st century AD). The conclusions reflect on the new technologies that today can potentially facilitate the process of codification and representation of the sources of the ancient classical literature.
ABSTRACT. This paper suggests a reflection on the educational potential offered by new technologies applied to the field of modern and classical literature, not only for study and scientific research, but also for academic education. Study and scientific research about humanities have greatly changed their physiognomy in recent years. The use of methodologies, logics and technologies is, in fact, associated with various kinds of media and digital resources. After an initial phase of conservatism, academic teaching of humanistic disciplines has increasingly adopted multimedia and e-learning strategies. I will therefore analyze some multimedia teaching tools for classical subjects as effective means for teaching, which do not simply constitute a transposition of the content, but are used as an equally effective method of transmission of the ancient literary heritage. The conclusion will focus on the heated debate about the relationship between humanistic literary culture and digital culture.