De Vincenti, G. 2013, Il genio del Secondo Futurismo Fiorentino tra macchina e spirito, 1, Angelo Longo Editore, Ravenna, Italy.
View/Download from: UTS OPUS
This book explores the theory of creativity in the Second Florentine Futurism avant-garde movement (1916-1918), and brings to light a distinctive trend within Italian Futurism. It challenges theoretical positions which claim that this group of young poets and artists centred in Florence focussed on the `unconscious activities of the spirit rather than paying tribute to the `machine worshipped by the Milanese Futurists and argues that technology did significantly affect the groups theoretical framework, bringing Futurism into new literary and aesthetic territories. The aesthetics of the machine influenced the Florentine Futurists exploration of inner life in two ways: the machine embodied the dynamism of reality and brought to the inner processes a new level of speed to be channelled into the work of art. Furthermore, the rationalist, objective approach inherent to technical civilization led the group to develop a scientific, cerebral theory of creativity. This theory of creativity was a theory of discovery of unpredictable relationships between seemingly distant elements, accelerated, brought together and represented by the `genius. This book draws on an extensive body of theoretical and creative literary writings, as well as unpublished correspondence between two of the main figures of the movement (Bruno Corra and Emilio Settimelli).
De Vincenti, G. 2015, 'The Intercultural Challenge in Italian Foreign Language Textbooks: the 'Knowledge factor'', Intercultural Competence in Communication and Education, University Purtra Malaysia.
This paper deals with challenges posed by the implementation of the Intercultural Communicative Competence (ICC) framework developed by Byram for the Council of Europe. In particular, it problematizes the 'knowledge' element of the ICC framework. In response to the policies developed by MIUR (Ministry of Education, University and Research), the Italian school system underwent major developments (curricula, resources and practices) to acknowledge and engage with an increasing multicultural society impacted by immigration. On the other hand, I argue that the analysis of selected Italian foreign language (FL) textbooks indicates that they are yet to reflect the process taking place in the target country. Rather, they foster 'knowledge' of the Italian culture and society through representations that contradict the principles on which the ICC framework is based. The paper also explores pedagogical opportunities to foster 'knowledge' in motion.
De Vincenti, G. 2012, 'FROM CHILDHOOD EXPERIENCE TO ARS POETICA: FORMING SUBSTITUTES', FORUM ITALICUM, pp. 38-52.
De Vincenti, G. 2009, ''Peregrine thought' in Second Florentine Futurism: the machine assails the spirit', Department of Italian Research Seminar, University of Sydney.
De Vincenti, G. 2009, ''Peregrine Thought': the theory of creativity in Second Florentine Futurism', Back to the Futurists: Avant-gardes 1909-2009, Queen Mary Univeristy of London.
Vanni Accarigi, I. & De Vincenti, G. 2008, 'Second Italy: teaching In-Country Study and Italian Language and Culture in Second Life', UTS Teaching and Learning Forum, University of Technology, Sydney.
De Vincenti, G. 2007, 'Instinct and reasoning as instruments for exploring reality in the Second Florentine Futurism', Fourth Biennial Conference of the Australasian Centre for Italian Studies, Griffith University, Brisbane.
De Vincenti, G. 2007, 'Negotiating a third Space in the Italian Language Classroom', Multiliteracies Forum, University of Technology, Sydney.
De Vincenti, G. 2005, 'The Queer Stopover: How Queer Travels in the Language Classroom"', Queer Agencies and Social Change in International Perspectives (Institute for International Studies Workshop), The Resort, Wiseman's Ferry.
"The Queer Stopover: How Queer Travels in the Language Classroom", Queer Agencies and Social Change in International Perspectives (Institute for International Studies Workshop), The Resort, Wiseman's Ferry, 5 to 7 December, 2005.
De Vincenti, G. 2005, 'Esoteric Futurism', Department of Italian Research Seminar, University of Sydney.
De Vincenti, G. 2005, 'The Queer Stopover: How Queer Travels in the Language Classroom', Queer Agencies and Social Change in International Perspectives (Institute for International Studies Workshop), The Resort, Wisemen's Ferry.
De Vincenti, G. 2004, 'Bruno Corra's 'Avventure': a daydreamer's journey backwards in time', Department of Italian Research Seminar, University of Sydney.
De Vincenti, G. 2003, 'The Second Florentine Futurism: an inheritance from the first Futurism or an entity in its own right?', Department of Italian Research Seminar, University of Sydney.
De Vincenti, G. 2013, 'Genio E Ambiente Nel Secondo Futurismo Fiorentino: Sam Dunn E` Morto Di Bruno Corra (Genius and environment in the second florentine futurism: Bruno Corra's Sam Dunn is dead).', The Italianist, vol. 3, no. 1, pp. 120-137.
View/Download from: UTS OPUS or Publisher's site
This study explores the relationship between genius and environment in the `secondo futurismo fiorentino. It draws on the theoretical writings of the movement, which identify genius as a faculty to perceive the relentless dynamism of reality, and focuses on the analysis of Bruno Corras Sam Dunn e` morto (1914). The investigation of practices allowing articulation of Sam Dunns genius brings into play schools of thought which, around the turn of the century, aimed at developing the hidden powers of the mind. In Corras work, inner and cosmic energy engage in interplay leading to discovery. To this end, occultism provides alternative routes to `cerebralismo, with unforeseen results.
De Vincenti, G. 2012, 'From Childhood Experience to ars poetica: Forming Substitutes', Forum Italicum: a journal of Italian studies, vol. 46, no. 1, pp. 38-52.
View/Download from: UTS OPUS
In 1915 Sigmund Freud began a series of three sets of introductory lectures on psychoanalysis, at the University of Vienna. During the 23rd lecture, delivered in 1917, he engaged in a discussion on the conflict between the realm of phantasy and the reality-principle. Towards the conclusion, though, he envisaged a resolution and declared that "there is a path from phantasy to reality - the path, that is, of art." In 1915 the artist and writer Arnaldo Ginna, one of the prominent figures of the Second Florentine Futurism avant-garde movement, had been investigating the function of artistic creation in relation to dreams, namely "to evoke in the most real reality the visions that have been dreams so far." This paper explores the significance of the creative process and the mechanisms involved in the shift from phantasy to reality. Taking a Freudian standpoint, the analysis brings the Futurists' theoretical contribution into the discussion. The study demonstrates how the artist reconnects the self, on a public ground, with the legacy of childhood which endures within us.
De Vincenti, G. 2010, 'Il 'pensiero peregrino' nel Secondo Futurismo Fiorentino: quando la macchina investe lo spirito', Rivista di Studi Italiani, vol. 27, no. 1, pp. 93-106.
View/Download from: UTS OPUS
De Vincenti, G., Giovanangeli, A. & Ward, R.G. 2007, 'The Queer Stopover: How Queer Travels in the Language Classroom', Electronic Journal of Foreign Language Teaching, vol. 4, no. 1, pp. 58-72.
View/Download from: UTS OPUS
Over the last decade or so, developments in queer theory and queer perspectives have resulted in changes to the way that identities are viewed. However, the implications for foreign language classrooms are yet to be fully explored. This paper focuses on the challenges involved in introducing queer theory to the foreign language classroom. Specifically, it seeks to respond to the question ?How does queer travel to the French, Italian and Japanese classrooms in an Australian university?? In doing so, it considers the challenges which emerge due to the structures of the languages, the sociocultural context and the teaching materials used in the classroom. It is written by experienced teachers as they considered, and in some cases trialled, how to integrate queer perspectives into their teaching. The challenges addressed here are not exhaustive, but represent those the authors consider as the most salient at the initial steps of the journey