De Vincenti, G. 2013, Il genio del Secondo Futurismo Fiorentino tra macchina e spirito, 1, Angelo Longo Editore, Ravenna, Italy.
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 This book draws on an extensive body of theoretical and creative literary writings, as well as unpublished correspondence between two of the main figures of the movement (Bruno Corra and Emilio Settimelli).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. 2013, 'Genio E Ambiente Nel Secondo Futurismo Fiorentino: Sam Dunn E` Morto Di Bruno Corra (Genius and environment in the second florentine futurism: Sam Dunn died of brown run)', The Italianist, vol. 3, no. 1, pp. 120-137.
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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.
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.
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.
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