The fundamental objective of the Computer Science Applied to Cultural Heritage course is to provide the student with knowledge of hardware and software systems in general, and specifically those applied in the field of 2D and 3D documentation of Cultural Heritage.
The expected learning outcomes are:
- know the basic principles of hardware and software operation;
- know the principles and applications of vector and raster graphic documentation techniques;
- understand the meaning and importance of documenting cultural heritage;
- understand the functioning of software and electronic tools used in the virtual reproduction of cultural goods
- understand the significance of the experimental results obtained with the above techniques
GEOGRAPHIC INFORMATION SYSTEMS FOR CULTURAL HERITAGE
LUCA LANTERI
Second Semester
8
INF/01
Learning objectives
In accordance with the educational objectives of the course of study, the course aims to provide the tools for
knowledge of information systems, with particular regard to applications to cultural heritage, and to
acquire the skills necessary to undertake any subsequent studies or professional paths.
The expected outcomes are:
1- knowledge and understanding skills that reinforce those acquired in the first cycle and allow for the
development and/or application of original ideas, including in a research context;
2- problem-solving skills to new issues embedded in broader (or interdisciplinary) contexts related to the
field of study;
3- ability to integrate knowledge and manage complexity, as well as to make judgments based on limited or
incomplete information;
4- ability to communicate clearly to specialist and non-specialist interlocutors;
5- ability to learn skills that will enable continued independent research in the field of information systems.
Consistently with the educational objectives of the course of study, the course aims to provide basic knowledge in the disciplinary field and to put the student in a position to apply the acquired knowledge, to develop communication skills, autonomy of judgment and ability to communicate ideas, problems and reflections in a clear and correct way, and to acquire the necessary skills to undertake any further studies or professional paths in the field of archaeology.
The expected results are: knowledge and comprehension skills that reinforce those acquired in the first cycle and allow for the elaboration and/or application of original ideas, also in a research context; problem-solving skills on new or unfamiliar topics, set in broader (or interdisciplinary) contexts related to one's field of study; ability to integrate knowledge and manage complexity, as well as to make judgements on the basis of limited or incomplete information; ability to communicate clearly to specialist and non-specialist interlocutors; learning skills that allow one to continue studying mostly independently.
The first part of the course (about 25 hours) is devoted to the evolution of Italian cities between late antiquity and the early Middle Ages (5th-9th centuries), read through the archaeological investigations conducted in urban centers over the last half-century.
A second part (about 25 hours) will be devoted to the archaeology of architecture, that is, methods of reading, analyzing and interpreting the built environment through stratigraphy, typology and archaeometry. Special attention will be devoted to the contexts of northern Latium between the 10th and 13th centuries. Field exercises are planned.
examMode
The exam will be carried out in a single oral test, aimed at verifying the student's preparation on the course content and on the ability to learn, understand and exhibit. The test will consist of a series of questions aimed at ascertaining the knowledge of the topics covered in the course. In addition, at least one question will be aimed at the solution of a practical problem on the type of those addressed during the laboratory hours.
books
1- F.R. Stasolla, Archeologia del medioevo, Mondadori, Milano 2023.
2- G.P. Brogiolo, A. Cagnana, Archeologia dell'architettura, All'Insegna del Giglio, Firenze, 2011.
3- G.P. Brogiolo, Le origini della città medievale, SAP, Mantova 2011.
4- A. Augenti, Città e porti dall'antichità al medioevo, Carocci, Roma 2010.
classRoomMode
Attendance is mandatory. Students unable to attend the course are required to arrange a replacement programme with the lecturer.
bibliography
Further bibliography will be provided by the lecturer during the lessons.
The first part of the course (about 25 hours) is devoted to the evolution of Italian cities between late antiquity and the early Middle Ages (5th-9th centuries), read through the archaeological investigations conducted in urban centers over the last half-century.
A second part (about 25 hours) will be devoted to the archaeology of architecture, that is, methods of reading, analyzing and interpreting the built environment through stratigraphy, typology and archaeometry. Special attention will be devoted to the contexts of northern Latium between the 10th and 13th centuries. Field exercises are planned.
examMode
The exam will be carried out in a single oral test, aimed at verifying the student's preparation on the course content and on the ability to learn, understand and exhibit. The test will consist of a series of questions aimed at ascertaining the knowledge of the topics covered in the course. In addition, at least one question will be aimed at the solution of a practical problem on the type of those addressed during the laboratory hours.
books
1- F.R. Stasolla, Archeologia del medioevo, Mondadori, Milano 2023.
2- G.P. Brogiolo, A. Cagnana, Archeologia dell'architettura, All'Insegna del Giglio, Firenze, 2011.
3- G.P. Brogiolo, Le origini della città medievale, SAP, Mantova 2011.
4- A. Augenti, Città e porti dall'antichità al medioevo, Carocci, Roma 2010.
classRoomMode
Attendance is mandatory. Students unable to attend the course are required to arrange a replacement programme with the lecturer.
bibliography
Further bibliography will be provided by the lecturer during the lessons.
THE ARCHAEOLOGY OF POMPEII AND HERCULANEUM
SALVATORE DE VINCENZO
Second Semester
8
L-ANT/07
Learning objectives
The student will have knowledge and understanding of the development of the archaeological sites in the Vesuvian area, especially Pompeii and Herculaneum. This objective will be achieved through the use of updated textbooks, "interactive" lessons in which the student is directly involved and through the discussion of some of the topics related to the most recent acquisitions in this field.
Expected learning outcomes (1)
1 - The student will have knowledge and understanding of the development of the archaeological sites in the Vesuvian area, especially Pompeii and Herculaneum. This objective will be achieved through the use of scientific texts and the reading of classics in the sector, also through the illustration of case studies and the presentation of the most recent discoveries in this field.
2 –The student will have the ability to apply their knowledge and understanding in order to demonstrate a professional approach on long-lasting phenomena, and will have adequate skills both to interpret events and to understand the developments of the Vesuvian cities. The student will be able to acquire knowledge and comprehension skills applied through direct experience on archaeological material and critical analysis of archaeological sources.
Expected learning outcomes (2)
3 - This kind of study will allow students to acquire the ability to collect and interpret data from archaeological sources through a specific methodology that will allow the student to acquire independent judgment with respect to historical-social, political and economic events.
4 - He will be able to communicate with properties and with appropriate terminology, but also in popular form, both orally and in written text, on themes of the archaeology of the Vesuvian cities, moreover through the methodological tools acquired he will be perfectly able to undertake subsequent studies in a conscious way.
5 - In addition to the traditional teaching, the student's continuous solicitation to intervene in the discussions during the lectures and in the illustration of the case studies, represents the most suitable way to achieve comprehension skills.
During the course will be analysed the urban development of the cities in the Vesuvian area, especially Pompeii and Herculaneum, from their foundation until their destruction following the eruption of Vesuvius in 79 AD. After an introduction on the history of the excavations in the Vesuvian area, all the most significant archaeological aspects of these centres will be presented and discussed: the urban development, the individual public monuments both of a political and sacred nature, the city walls and private buildings. Particular attention will also be paid to the finds from the excavations of these centres and to the analysis of themes such as the development of painting and mosaic systems, architectural decoration and statuary in the Vesuvian area.
The slides of the individual lessons in pdf format will be sent periodically by the teacher to the attending students only.
Students who cannot attend classes are invited to contact the teacher for an interview on the exam schedule and to receive information on the exam texts.
examMode
- The exam consists of an oral test.
- The level of knowledge acquired on the topics covered in the course, the candidate's ability to critically apply this knowledge to problems and case studies addressed, as well as the effective clarity in the presentation will be assessed. The evaluation will be expressed in thirtieths, with possible honors. The minimum mark for passing the exam is eighteen out of thirty.
books
Indication on the exam texts will be provided by the teacher on the first day of lesson.
- Fausto Zevi (a cura di), Pompei (Napoli 1991);
- Massimo Osanna, Pompei ieri e oggi (Treccani 2024).
mode
Execution: The course consists of frontal lessons of 2 hours each, an external visit (4 hours), readings and presentation of commented videos in the classroom (4 hours). Total 48 hours.
classRoomMode
Attendance: Attendance is not mandatory, however the attending student must be present at 75% of the lessons (18 lessons out of 24). The student who cannot attend will receive adequate teaching material.
bibliography
- Fabrizio Pesando - Maria Paola Guidobaldi, Pompei, Oplontis, Ercolano, Stabiae. Guide Archeologiche Laterza (Roma 2006), pp. 1-90; 163-209; 246-311; 371-401; 436-449.
- Marco Fabbri, Note sulla Forma Urbis di Pompei, in: Scienze dell’Antichità 22, 2016, 11-27;
- Fabrizio Pesando, Colonia Cornelia Veneria Pompeianorum, ovvero l’esperimento dell’oligarchia, in: Mélanges de l’École française de Rome – Antiquité 127, 2, 2015 (online) pp. 1-15.
An integral part of the course are the materials provided by the teacher to the attending students in PDF format of the individual lessons. This material can only be used for educational purposes.
During the course will be analysed the urban development of the cities in the Vesuvian area, especially Pompeii and Herculaneum, from their foundation until their destruction following the eruption of Vesuvius in 79 AD. After an introduction on the history of the excavations in the Vesuvian area, all the most significant archaeological aspects of these centres will be presented and discussed: the urban development, the individual public monuments both of a political and sacred nature, the city walls and private buildings. Particular attention will also be paid to the finds from the excavations of these centres and to the analysis of themes such as the development of painting and mosaic systems, architectural decoration and statuary in the Vesuvian area.
The slides of the individual lessons in pdf format will be sent periodically by the teacher to the attending students only.
Students who cannot attend classes are invited to contact the teacher for an interview on the exam schedule and to receive information on the exam texts.
examMode
- The exam consists of an oral test.
- The level of knowledge acquired on the topics covered in the course, the candidate's ability to critically apply this knowledge to problems and case studies addressed, as well as the effective clarity in the presentation will be assessed. The evaluation will be expressed in thirtieths, with possible honors. The minimum mark for passing the exam is eighteen out of thirty.
books
Indication on the exam texts will be provided by the teacher on the first day of lesson.
- Fausto Zevi (a cura di), Pompei (Napoli 1991);
- Massimo Osanna, Pompei ieri e oggi (Treccani 2024).
mode
Execution: The course consists of frontal lessons of 2 hours each, an external visit (4 hours), readings and presentation of commented videos in the classroom (4 hours). Total 48 hours.
classRoomMode
Attendance: Attendance is not mandatory, however the attending student must be present at 75% of the lessons (18 lessons out of 24). The student who cannot attend will receive adequate teaching material.
bibliography
- Fabrizio Pesando - Maria Paola Guidobaldi, Pompei, Oplontis, Ercolano, Stabiae. Guide Archeologiche Laterza (Roma 2006), pp. 1-90; 163-209; 246-311; 371-401; 436-449.
- Marco Fabbri, Note sulla Forma Urbis di Pompei, in: Scienze dell’Antichità 22, 2016, 11-27;
- Fabrizio Pesando, Colonia Cornelia Veneria Pompeianorum, ovvero l’esperimento dell’oligarchia, in: Mélanges de l’École française de Rome – Antiquité 127, 2, 2015 (online) pp. 1-15.
An integral part of the course are the materials provided by the teacher to the attending students in PDF format of the individual lessons. This material can only be used for educational purposes.
HISTORY OF CONTEMPORARY ARCHITECTURE AND INDUSTRIAL ARCHAEOLOGY
ANDREA LUIGI BENTIVEGNA
Second Semester
8
ICAR/18
Learning objectives
The course aims to contribute to the development of the student's capacity for historical-critical reading of the contemporary architecture and industrial archaeology fields. The first part of the lessons will be focused on contemporary architecture. It will examine the theories, projects and the most significant protagonists of the architectural culture of the 19th and 20th centuries and of the first part of the 21st century. The second part will be dedicated to industrial archaeology, providing the tools for reading the different types of industrial sites, also identifying the problems regarding the conservation aspect.
1) Knowledge and understanding of the main diagnostic techniques for materials of interest in cultural heritage;
2) Apply knowledge of the main diagnostic techniques to real-world cases involving archaeological and art-historical heritage;
3) Independent judgment in choosing the most effective diagnostic method for characterizing materials of interest in archaeological and art-historical heritage;
4) Communication skills in presenting the general principles and applications of diagnostic methods for the analysis of cultural heritage;
5) Ability to understand the functioning of diagnostic systems useful for the study of historical and art-historical heritage, and especially their specific application in real-world case studies.
This subject treats about the diagnostic analysis, especially the non-invasive ones, used in the study of cultural heritage objects in order to obtain information about the constituent materials and the state of preservation to be used for conservative purposes. The diagnostic methods are theoretically unlimited and can be derived also by other fields of science. Between the most used diagnostics techniques the following are treated: multispectral analysis with digital devices; elemental and molecular analysis by non-invasive portable instruments (X-ray fluorescence, Raman and infrared spectroscopy, reflectance spectrophotometry and other spectroscopic techniques). Innovative diagnostic techniques.
examMode
The exam takes place in the forms established by art. 23 of the University Teaching Regulations. In the evaluation of the test and in the attribution of the final grade, the following items will be taken into account: the level of knowledge of the contents demonstrated, the ability to apply the theoretical concepts to case studies in the field of diagnostics of cultural heritage, analytical capacity, synthesis and of interdisciplinary links typical of this discipline, of the capacity of critical sense and formulation of judgments.
The exam consists of an oral test that will last about 30 minutes.
At the end of the course, a file containing 144 standard questions will be made available on the teaching platform, which can be formulated during the exam.
During the oral exam students will be asked questions on the topics covered during the course and, specifically, on the diagnostic techniques examined and their applications to the specific case studies treated in the lessons. The student must demonstrate that he/she has understood the theoretical principles of the diagnostic techniques studied and the practical applications in the field of cultural heritage.
books
- Aldo Napoli, Claudia Pelosi, Vittorio Vinciguerra, Principles of Spectroscopic Analysis with Applications to Cultural Heritage, Aracne Editrice, Rome, 2010, chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13.
All teaching material is made available to students on a shared drive folder and on Moodle platform.
mode
The teaching methodology will be developed with lecture hall lessons and specific workshops on diagnostic techniques. In particular, the diagnostic techniques will be treated from the theoretical and practical points of view with applications in the field of cultural heritage for the characterisation of the materials, techniques and degradation products.
Practical training will be performed with instruments of Laboratory of Diagnostics and Materials Science and Instrument Center of University of Tuscia on artworks under restoration in the Laboratories of Restoration of LMR/02 course.
Practical training: 10 hours.
Lecture hall lessons: 54 hours
classRoomMode
Attendance of the lessons is optional. However, it is advisable to follow the practical training
bibliography
- Aldo Napoli, Claudia Pelosi, Vittorio Vinciguerra, Principles of Spectroscopic Analysis with Applications to Cultural Heritage, Aracne Editrice, Rome, 2010, chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13.
- Salvatore Siano, Archaeometry and Restoration. Technological Innovation. Nardini Editore, Florence, 2012.
- C. Seccaroni, P. Moioli, Handbook for Portable XRF Analysis Applied to Polychrome Surfaces, Nardini Editore, Florence, 2002.
- I. Adrover Gracia, Applications of IR Spectrophotometry to the Study of Cultural Heritage, Il Prato, Padua, 2001.
- M.R. Derrick, D. Stulik, J.M. Landry, Infrared Spectroscopy in Conservation Science, The Getty Conservation Institute, Los Angeles, 1999
- G. Poldi, G.C.F. Villa, From Conservation to Art History: Reflectography and Non-Invasive Analysis for the Study of Paintings, Edizioni della Normale, Pisa, 2007
This subject treats about the diagnostic analysis, especially the non-invasive ones, used in the study of cultural heritage objects in order to obtain information about the constituent materials and the state of preservation to be used for conservative purposes. The diagnostic methods are theoretically unlimited and can be derived also by other fields of science. Between the most used diagnostics techniques the following are treated: multispectral analysis with digital devices; elemental and molecular analysis by non-invasive portable instruments (X-ray fluorescence, Raman and infrared spectroscopy, reflectance spectrophotometry and other spectroscopic techniques). Innovative diagnostic techniques.
examMode
The exam takes place in the forms established by art. 23 of the University Teaching Regulations. In the evaluation of the test and in the attribution of the final grade, the following items will be taken into account: the level of knowledge of the contents demonstrated, the ability to apply the theoretical concepts to case studies in the field of diagnostics of cultural heritage, analytical capacity, synthesis and of interdisciplinary links typical of this discipline, of the capacity of critical sense and formulation of judgments.
The exam consists of an oral test that will last about 30 minutes.
At the end of the course, a file containing 144 standard questions will be made available on the teaching platform, which can be formulated during the exam.
During the oral exam students will be asked questions on the topics covered during the course and, specifically, on the diagnostic techniques examined and their applications to the specific case studies treated in the lessons. The student must demonstrate that he/she has understood the theoretical principles of the diagnostic techniques studied and the practical applications in the field of cultural heritage.
books
- Aldo Napoli, Claudia Pelosi, Vittorio Vinciguerra, Principles of Spectroscopic Analysis with Applications to Cultural Heritage, Aracne Editrice, Rome, 2010, chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13.
All teaching material is made available to students on a shared drive folder and on Moodle platform.
mode
The teaching methodology will be developed with lecture hall lessons and specific workshops on diagnostic techniques. In particular, the diagnostic techniques will be treated from the theoretical and practical points of view with applications in the field of cultural heritage for the characterisation of the materials, techniques and degradation products.
Practical training will be performed with instruments of Laboratory of Diagnostics and Materials Science and Instrument Center of University of Tuscia on artworks under restoration in the Laboratories of Restoration of LMR/02 course.
Practical training: 10 hours.
Lecture hall lessons: 54 hours
classRoomMode
Attendance of the lessons is optional. However, it is advisable to follow the practical training
bibliography
- Aldo Napoli, Claudia Pelosi, Vittorio Vinciguerra, Principles of Spectroscopic Analysis with Applications to Cultural Heritage, Aracne Editrice, Rome, 2010, chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13.
- Salvatore Siano, Archaeometry and Restoration. Technological Innovation. Nardini Editore, Florence, 2012.
- C. Seccaroni, P. Moioli, Handbook for Portable XRF Analysis Applied to Polychrome Surfaces, Nardini Editore, Florence, 2002.
- I. Adrover Gracia, Applications of IR Spectrophotometry to the Study of Cultural Heritage, Il Prato, Padua, 2001.
- M.R. Derrick, D. Stulik, J.M. Landry, Infrared Spectroscopy in Conservation Science, The Getty Conservation Institute, Los Angeles, 1999
- G. Poldi, G.C.F. Villa, From Conservation to Art History: Reflectography and Non-Invasive Analysis for the Study of Paintings, Edizioni della Normale, Pisa, 2007
MUSEOLOGY
STEFANO MARSON
Second Semester
8
L-ART/04
Learning objectives
The course intends to trace the history of the birth of the discipline in Italy in the 1950s, as well as outline the current tasks and functions of the profession.
At the end of the course the student will have to:
- acquire advanced methodological tools and critical contents for
explore the changes and transformations of the museum
- acquire historical and critical skills on exhibition languages
- acquire a specialized vocabulary
- develop subjectivities of research, exposition and discussion
- will have acquired advanced methodological tools and critical content to
explore the correlation between the themes of conservation, restoration, valorisation and communication
- will have acquired historical and critical skills on exhibition languages
- will be able to use specialised vocabulary
- will have developed subjectivity of research, exposition and discussion
1. Knowledge and understanding
Students acquire advanced knowledge of the principles of digital archival science, of the processes of creation, management and preservation of digital archives, and of the main archival standards and information systems, understanding the evolution from the analogue to the digital environment.
2. Applying knowledge and understanding
Students are able to design digitisation, description and enhancement projects for archival holdings, identify critical issues related to long-term digital preservation, and apply specialised tools and software.
3. Making judgements
Students are able to define and justify methodological criteria for the arrangement and description of archives in digital environments, critically evaluating tools, standards and operational solutions, also in relation to legal and preservation issues.
4. Communication skills
Students are able to present theoretical and technical issues in digital archival science with terminological accuracy and logical rigour, and to produce written assignments consistent with academic standards.
5. Learning skills
Students develop autonomy in further exploring disciplinary topics, demonstrating the ability to keep up to date with regulatory and technological developments in the field and readiness for further study.
The Digital Archival Science course is divided into a theoretical part and an application exercise, which are closely integrated with each other. The first part addresses the conceptual foundations of the discipline in the digital environment, with particular attention to the dematerialization of document processes and the management of the IT document. The concept of digital archival document, documentary typologies, phases of document management, classification, protocolization and IT management systems are analyzed. The course also delves into the structure of digital archives, the typology of producing entities and the main regulatory references. Ample space is devoted to national and international descriptive standards and their application in archival information systems. A specific section deals with the management and preservation of natively digital archives. The second part consists of an exercise in cataloging and describing digital or digitized material. At the end, the student must present a thesis based on the activity carried out. Slides will be provided to attending students. Students who will not be able to attend the course must agree with the teacher on the program to bring
examMode
-The profit exam consists of an oral exam and a written term paper.
-The level of knowledge acquired on the topics covered in the course, the candidate's ability to critically apply this knowledge to the problems and case studies addressed, as well as effective clarity in the presentation will be assessed. The assessment shall be expressed in thirtieths, with possible praise. The minimum passing grade is eighteen thirtieths.
books
G. Bonfiglio Dosio, Primi passi nel mondo degli archivi, quinta edizione, Cleup, 2023
S. Pigliapoco, Documentare, archiviare, conoscere. Formare e conservare la memoria nel contesto digitale, Civita editoriale, 2022
L'archivio di domani. Memoria, organizzazione umana, web, a cura di D. Dal Sasso, Il Mulino, 2025
S. Allegrezza, web e social media come nuove fonti per la storia, in Umanistica digiotale, n. 14, 2022, pp. 137-162
classRoomMode
Attendance is optional. Students unable to attend the course will have to agree on an alternative program with the instructor.
ATTIVITà FORMATIVE AFFINI O INTEGRATIVE
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HISTORY OF PHILOSOPHY
SAVERIO RICCI
Second Semester
8
M-FIL/06
Learning objectives
1. Knowledge and understanding: study of the relationship between philosophy and painting in the 16th and the 17th Centuries.
2. Applying knowledge and understanding: reports to the classroom, on issues proposed by the professor.
3. Making judgements: interpretation skills and participation to classroom debates.
4. Communications skills: testing of skill in communicating personal interpretation and debating issues.
5. Learning skills: stimulating the skill in framing philosophical issues in the given historical context.
The relationship between philosophy and painting at the beginning of the modern age, Giordano Bruno and Caravaggio. Philosophy and painting at the beginning of the modern age. The Giordano Bruno and Caravaggio case. Biography and philosophy of Giordano Bruno. Study of "The Expulsion of the Triumphant Beast" by Giordano Bruno: Reformation, Counter-Reformation, religious wars, moral and intellectual reform. Biography of Caravaggio. Study of some of his paintings in relation to the themes of subjectivity and its relationship with nature, and of religious and social life. Comparison between Bruno and Caravaggio and examination of some episodes of the shared reception of the two characters in historiography and in movie and television.
There are no modules or complementary activities.
examMode
The skills will be verified through a final oral exam. Students will be expected to face two kinds of task: 1. general questions, to test the ability to identify and articulate the main topics, using the specific language of the historical-philosophical studies; 2. reading and critical comment of texts, in order to evaluate the competence in the understanding and interpretation of philosophical texts and paintings presented during the programme.
books
1.Giordano Bruno, Lo Spaccio della bestia trionfante, a cura di M. Ciliberto, Milano, Rizzoli 1985 e ristampe.
2. Michele Ciliberto, Introduzione a Bruno, Bari-Roma, Laterza 1997 e ristampe
3. Saverio Ricci, Caravaggio e i filosofi, nuove considerazioni, in Caravaggio a Napoli. Nuovi dati nuove idee, atti del convegno di Capodimonte, a cura di M.C. Terzaghi, Ediart 2021, pp. 13-23.
4. Saverio Ricci, Cultura e filosofia nella Napoli di Caravaggio, in Caravaggio Napoli, catalogo della mostra a cura di M.C. Terzaghi, Milano, Electa, 2019, pp. 21-29.
5. Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
6. Andrea Suggi, La filosofia del Rinascimento, Roma, Carocci, 2023.
mode
lectures, 48 hours
classRoomMode
Attendance is not mandatory. Students are, however, encouraged to follow the course and contribute to the classroom activities planned for them.
bibliography
Cfr. the bibliography in: Francesca Dell'Omodarme, ad vocem "Caravaggio", in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
The relationship between philosophy and painting at the beginning of the modern age, Giordano Bruno and Caravaggio. Philosophy and painting at the beginning of the modern age. The Giordano Bruno and Caravaggio case. Biography and philosophy of Giordano Bruno. Study of "The Expulsion of the Triumphant Beast" by Giordano Bruno: Reformation, Counter-Reformation, religious wars, moral and intellectual reform. Biography of Caravaggio. Study of some of his paintings in relation to the themes of subjectivity and its relationship with nature, and of religious and social life. Comparison between Bruno and Caravaggio and examination of some episodes of the shared reception of the two characters in historiography and in movie and television.
There are no modules or complementary activities.
examMode
The skills will be verified through a final oral exam. Students will be expected to face two kinds of task: 1. general questions, to test the ability to identify and articulate the main topics, using the specific language of the historical-philosophical studies; 2. reading and critical comment of texts, in order to evaluate the competence in the understanding and interpretation of philosophical texts and paintings presented during the programme.
books
1.Giordano Bruno, Lo Spaccio della bestia trionfante, a cura di M. Ciliberto, Milano, Rizzoli 1985 e ristampe.
2. Michele Ciliberto, Introduzione a Bruno, Bari-Roma, Laterza 1997 e ristampe
3. Saverio Ricci, Caravaggio e i filosofi, nuove considerazioni, in Caravaggio a Napoli. Nuovi dati nuove idee, atti del convegno di Capodimonte, a cura di M.C. Terzaghi, Ediart 2021, pp. 13-23.
4. Saverio Ricci, Cultura e filosofia nella Napoli di Caravaggio, in Caravaggio Napoli, catalogo della mostra a cura di M.C. Terzaghi, Milano, Electa, 2019, pp. 21-29.
5. Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
6. Andrea Suggi, La filosofia del Rinascimento, Roma, Carocci, 2023.
mode
lectures, 48 hours
classRoomMode
Attendance is not mandatory. Students are, however, encouraged to follow the course and contribute to the classroom activities planned for them.
bibliography
Cfr. the bibliography in: Francesca Dell'Omodarme, ad vocem "Caravaggio", in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
18050 - FINAL EXAMINATION
Second Semester
22
DISCIPLINE ARCHEOLOGICHE E ARCHITETTONICHE
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HISTORY OF ARCHITECTURE IN THE MIDDLE AGES AND THE MODERN ERA
GIORGIA AURELI
Second Semester
8
ICAR/18
Learning objectives
The course will provide students with a basic framework for the study of Western architecture, from the High Middle Ages to the late Barocco. Through a combination of lectures and guided fieldtrips the pupils will be introduced to the study of the periods under examination, of construction history, and of the most representative buildings, as well as architectonic trends and relative solutions in construction. Moreover, the course will propose a monographic seminar, the Architecture of Donato Bramante, with the intention of furnishing pupils with an example of in-depth historical analysis. The course will also offer basic methodological notions for historical and critical analysis of architectonic witnesses from the period, so as to provide the essential tools necessary for an active and concrete knowledge of historical architecture, an essential pre-requisite for conservation.
Knowledge and understanding:
the candidate should know and illustrate the main architectural events, the relative contexts and constructions, with the relative typological, stylistic, constructive solutions, with particular attention to the relationship between architecture and decoration.
Applying knowledge and understanding:
the candidate should be able to understand, analyze and illustrate also unknown buildings, referable to the architectural contexts treated, with a critical spirit.
To this end, during the course, the candidate is due to elaborate a historiographic analysis on an architecture chosen by the candidate, with could be discussed in the examination.
Making judgements:
the candidate should independently understand and identify the main architectural features and elements, even in the case of buildings not directly included in the program, however attributable to periods and contexts considered by the same. The candidate should also highlight the existing relationships between the building considered and contemporary, previous and subsequent architectures.
Communication skills:
Through guided visits and active lessons, the course aims to stimulate learning and communication skills, with particular attention to the use of the appropriate technical vocabulary, implemented through thematic lessons (architectural orders, construction materials and techniques, typological solutions).
The candidate should also illustrate the historical architectural events and their buildings, referring to the architectural solutions, typological systems and stylistic characters, with particular attention to the technical vocabulary.
Learning skills:
The candidates should be able to study independently, also in deep, the architectural events of the medieval and modern age not included within the program. Students should achieve the bases to undertake a first cataloging and research activities relating to historic buildings.
In light of the foundational knowledge in Greek and Roman Archaeology and Art History acquired
during the Bachelor’s degree program, the course aims to provide an in-depth study of the theme
of cult and ritual practices in the Greek and Roman world through the analysis of archaeological
evidence. This includes places of worship, ritual objects, votive deposits, faunal remains
(connected to sacrificial practices), botanical remains, as well as—complementing
these—dedicatory inscriptions, iconography, and, where available, literary texts.
Although the course will focus primarily on the Greek world, a portion will be devoted to the Roman
world, which will be used as a point of comparison (civic/associative/domestic) in order to refine
interpretative tools (categories, indicators, etc.).
1) Knowledge and Understanding
By the end of the course, students will be able to:
know the basic terminology and categories of the archaeology of cult;
understand the main interpretative models used to define the relationship between sacred
space, ritual, and society in Greek poleis and Roman communities;
understand the structural differences between Greece and Rome (civic scale, institutions,
domestic sphere, epigraphic standardization) and their impact on material evidence;
recognize the potential and limits of material sources in comparison with iconography,
inscriptions, and literary texts.
2) Applying Knowledge
Students will be able to:
read and describe a cultic context based on plans, excavation photographs, artifact records
and images, stratigraphic data, and occupational phases;
distinguish (with argumentation) a cultic context from a profane one (e.g., a votive deposit
from a refuse dump, a ritual banquet from ordinary consumption), identifying archaeological
indicators (traces of sacrificial burning, libation, intentional deposition, ritual feasting);
produce a brief case study analysis (record sheet, short essay, or presentation) describing
topography, phases, functional areas, materials/possible rituals, and alternative
interpretations, with essential bibliography;
establish targeted comparisons (Greece ↔ Rome) to clarify similarities and differences,
applying a comparative framework (same problem → evidence → alternatives → limits) to
Greek and Roman cases.
3) Independent Judgment
Students will be able to:
critically evaluate alternative interpretations of the same context (e.g., “chthonic/heroic” vs.
“Olympian/civic”; “public ritual” vs. “domestic practice”);
critically assess the equifinality of data (same traces = different causes) and argue the
degree of probability of different hypotheses;
use literary and epigraphic sources critically and consciously, without mechanically
subordinating or “forcing” archaeological data to fit textual evidence (and vice versa).
4) Communication Skills
Students will be able to:
present a case study using appropriate technical vocabulary, both orally and in writing;
construct a clear argument (thesis → evidence → comparison → conclusion), correctly
using images, plans, and bibliographic references;
participate in guided discussions and present short reports (individual or group) on contexts
and materials.
5) Learning Skills
Students will be able to:
navigate core bibliography and main research tools (manuals, articles, epigraphic corpora,
corpora on cult and rituals of the ancient world such as ThesCRA);
develop personal analytical tools (knowledge framework: context–materials–interpretation;
list of ritual indicators; comparative conceptual maps Greek/Roman);
transfer acquired skills to new contexts (a cultic context not covered in class) by
independently formulating an initial interpretative hypothesis and a verification strategy.
Archeology of cult and ritual practice.
Starting from an introduction on the main aspects of Greek religion (polytheism, anthropomorphism, continuity/discontinuity with the Mycenaean world, cult of heroes, etc.), the course will address some of the main aspects of the archeology of cult:
- the ritual, as a concrete and founding manifestation of religious activity, whose various expressions, connected to the most diverse occasions, can be reconstructed through the study of literary and material testimonies and therefore of textual (literary and historical) and contextual (archaeological) data;
- the construction typologies of cult and their functions: altar, temple, thesauròs, hestiatòrion, stoà, etc .;
- the votive offering as a ritual practice to establish a relationship with divinity and an instrument for defining one's social status, and the votive deposit as a coherent set of materials, of different typology and nature, resulting of an intentional action;
- the sacrifice, as one of the most important expressions of Greek ritual practice that often leaves important direct and indirect archaeological evidence;
- the image of divinity, as a material manifestation of the divine between the notions of anàthema and àgalma;
- the artisanal manufacturing for sacred consumption: the votive terracottas;
- the funeral ritual: relevance in the cult practice, social significance, and archaeological evidence.
examMode
Expected knowledge and skills will be verified through an oral interview with questions that may involve the comment of images. The preparation will be considered adequate if the student demonstrates good language skills with the use of the correct archaeological terminology, good knowledge of the main topics covered during the course, familiarity with the most important artworks and artifacts, styles, and iconography, as well as the ability to place the works in the historical-artistic and historical-cultural context of reference.
books
• G. ROCCO, E. LIPPOLIS, Archeologia greca. Cultura, società, politica e produzione, Bruno Mondadori, Milano 2011, capitolo 4. L’identità religiosa, pp. 81-116 (with reference bibliography, pp. 524-526).
• P. SCHIRRIPA, Religione e società nella Grecia antica. Una guida, Roma (Carocci editore) 2007.
For the exam, the above-mentioned texts will be integrated with the notes taken during the lessons, iconographic documents, and other bibliographical references provided by the teacher.
classRoomMode
Attendance at classes is mandatory. Non-attending students must report to the teacher (by mail) their inability to attend and agree with the teacher on a specific program.
Archeology of cult and ritual practice.
Starting from an introduction on the main aspects of Greek religion (polytheism, anthropomorphism, continuity/discontinuity with the Mycenaean world, cult of heroes, etc.), the course will address some of the main aspects of the archeology of cult:
- the ritual, as a concrete and founding manifestation of religious activity, whose various expressions, connected to the most diverse occasions, can be reconstructed through the study of literary and material testimonies and therefore of textual (literary and historical) and contextual (archaeological) data;
- the construction typologies of cult and their functions: altar, temple, thesauròs, hestiatòrion, stoà, etc .;
- the votive offering as a ritual practice to establish a relationship with divinity and an instrument for defining one's social status, and the votive deposit as a coherent set of materials, of different typology and nature, resulting of an intentional action;
- the sacrifice, as one of the most important expressions of Greek ritual practice that often leaves important direct and indirect archaeological evidence;
- the image of divinity, as a material manifestation of the divine between the notions of anàthema and àgalma;
- the artisanal manufacturing for sacred consumption: the votive terracottas;
- the funeral ritual: relevance in the cult practice, social significance, and archaeological evidence.
examMode
Expected knowledge and skills will be verified through an oral interview with questions that may involve the comment of images. The preparation will be considered adequate if the student demonstrates good language skills with the use of the correct archaeological terminology, good knowledge of the main topics covered during the course, familiarity with the most important artworks and artifacts, styles, and iconography, as well as the ability to place the works in the historical-artistic and historical-cultural context of reference.
books
• G. ROCCO, E. LIPPOLIS, Archeologia greca. Cultura, società, politica e produzione, Bruno Mondadori, Milano 2011, capitolo 4. L’identità religiosa, pp. 81-116 (with reference bibliography, pp. 524-526).
• P. SCHIRRIPA, Religione e società nella Grecia antica. Una guida, Roma (Carocci editore) 2007.
For the exam, the above-mentioned texts will be integrated with the notes taken during the lessons, iconographic documents, and other bibliographical references provided by the teacher.
classRoomMode
Attendance at classes is mandatory. Non-attending students must report to the teacher (by mail) their inability to attend and agree with the teacher on a specific program.
SUBJECT
SEMESTER
CFU
SSD
LANGUAGE
ATTIVITà FORMATIVE AFFINI O INTEGRATIVE LM89
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HISTORY OF EARLY MODERN ART: METHODS OF THE RESEARCH
FAUSTO NICOLAI
First Semester
8
L-ART/02
Learning objectives
1) The course aims to provide the necessary tools for knowledge and a thorough understanding of the content offered, analyzing and exploring the methodologies of art-historical investigation applied to the chronological context of the modern age.
2) In providing the appropriate knowledge, the course also aims to apply this knowledge to develop students' acquired research skills.
3) The teaching tools and methodological insights covered are designed to develop personal critical judgment, the coherence of which is also assessed through the preparation of a written paper during the exam.
4) The course aims to develop and refine student communication skills through ongoing dialogue with the instructor during class.
5) Among the course's educational objectives is the ability to learn, both in terms of the specific content taught and in terms of the students' communication methods.
The course will examine Farnese residences and sites in Tuscia, with a focus on related pictorial decorations. Among others, the following will be considered: the palace of Tiberio Crispo in Bolsena, the Rocca of Capodimonte, the Farnese palace in Gradoli, as well as the urban interventions in localities such as Ronciglione, Viterbo and Caprarola which were promoted between the sixteenth and seventeenth centuries by the dukes and prelates of the House of Farnese.
examMode
The exam will include the development of a paper and discussion of it in person at the selected roll call.
books
BIBLIOGRAPHY
A. Bureca (a cura di), La villa di Vincenzo Giustiniani a Bassano Romano. Dalla storia al restauro, Gangemi 2003
V. Giustiniani, Discorso sopra la pittura, in Discorsi sulle arti e sui mestieri, a cura di Anna Banti, Firenze 1981, online http://www.giustiniani.info/sullapittura.pdf
mode
The course will include both face-to-face teaching with traditional classroom lectures and a series of field trips to the locations covered by the program.
classRoomMode
Attendance at the course is not mandatory
bibliography
BIBLIOGRAPHY
A. Bureca (a cura di), La villa di Vincenzo Giustiniani a Bassano Romano. Dalla storia al restauro, Gangemi 2003
V. Giustiniani, Discorso sopra la pittura, in Discorsi sulle arti e sui mestieri, a cura di Anna Banti, Firenze 1981, online http://www.giustiniani.info/sullapittura.pdf
MODERN HISTORY
MATTEO SANFILIPPO
First Semester
8
M-STO/02
Learning objectives
The educational objective of the general course is the history of the European and American West during the long modern age (1350-1915) and this will be carried out through face-to-face lessons (provided that the pandemic situation makes it possible). Furthermore, an interdisciplinary seminar (historical, geographical and literary subjects) will be held during the course to facilitate the understanding of the phenomena dealt with.
At the end of the course, students , according to the learning objectives established in Dublin (knowledge and understanding; applying knowledge and understanding; making judgements; communication skills; learning skills) must be able to: 1) briefly present the topics covered; 2) autonomously interpret the main events over the centuries and in the geographic areas addressed; 3) understand the interdisciplinary links necessary to follow the evolution of the period and of the geographic areas covered.
General Part: 1) General history of Central-Western Europe and the Americas from th 16th to the beginning of the 20th Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the texts in the syllabus; 4) Seminar on the history of Rome.
examMode
The preparation of the student will be verified by oral test. Within this framework it will be evaluated on the basis of the following grid (in thirtieths): KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30 (12 = excellent; 1 = very bad) FOCUS (as the learner focuses on discussed problems) - 1-6 / 30 (6 = excellent; 1 = very bad) PROCESSING (how the learner elaborates the structure of the answer and constructs a historical narrative) 1-6 / 30 (6 = excellent; 1 = very bad) EXPLANATION ( the ability of the learner to explain the fact or the historical phenomenon in question) - 1-6 / 30 (6 = excellent; 1 = very bad) The result of the test will be given by the sum of the scores obtained
Question's example: Migrations in the Modern Era
books
Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the books above, plus: Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, disponibile gratuitamente all’indirizzo https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025
classRoomMode
Not mandatory
bibliography
Letture: Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023
General Part: 1) General history of Central-Western Europe and the Americas from th 16th to the beginning of the 20th Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the texts in the syllabus; 4) Seminar on the history of Rome.
examMode
The preparation of the student will be verified by oral test. Within this framework it will be evaluated on the basis of the following grid (in thirtieths): KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30 (12 = excellent; 1 = very bad) FOCUS (as the learner focuses on discussed problems) - 1-6 / 30 (6 = excellent; 1 = very bad) PROCESSING (how the learner elaborates the structure of the answer and constructs a historical narrative) 1-6 / 30 (6 = excellent; 1 = very bad) EXPLANATION ( the ability of the learner to explain the fact or the historical phenomenon in question) - 1-6 / 30 (6 = excellent; 1 = very bad) The result of the test will be given by the sum of the scores obtained
Question's example: Migrations in the Modern Era
books
Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the books above, plus: Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, disponibile gratuitamente all’indirizzo https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025
classRoomMode
Not mandatory
bibliography
Letture: Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023
18049 - CHOISE BY THE STUDENT
First Semester
8
18051 - TRAINING
First Semester
10
18040 - CULTURAL HERITAGE LEGISLATION
GIULIO VESPERINI
First Semester
8
IUS/10
Learning objectives
The course aims to allow the student to acquire skills and knowledge in the disciplinary field of the cultural heritage law, so as to be able to operate both within private companies in the sector and within public institutions.
In particular, the objective is that the student can acquire:
- knowledge and ability to directly understand the legislation applicable to the sector, through direct reading and commenting on the applicable rules;
- ability to use the knowledge thus acquired in the context of their future work experiences, also through the examination of practical cases;
- ability to draw conclusions with respect to new cases that may arise in his experience, through the construction of models and case studies;
- communication skills, which include the ability to transmit to the interlocutors, first in the context of the study and subsequently in the professional experiences, the knowledge thus acquired regarding the rules of production, processing and marketing of food products;
- ability to learn also for the future. The course aims to make the student acquire an adequate knowledge of the discipline in force today, but also the ability to know directly the changes that this discipline will have in the future.
Module 1. Introductory lessons on law and cultural heritage law
Sources of law
Constitutional and administrative organization
The concept of public administration
Administrative power, administrative procedure, and administrative act
Cultural heritage law: introductory notions
Module 2. Heritage and cultural assets
The concepts of “asset” and “cultural heritage”
The definition of “cultural asset” (case discussion)
Landscape assets, landscape, and environment
Types of cultural assets
Identification of cultural assets
Structure, nature, and characteristics of cultural assets
Legal status and features of cultural assets as such
Module 3. The function of protection
Historical development and concept
Protection and conservation
Movement and circulation of cultural assets
Findings and discoveries
Preferential acquisition rights regarding cultural assets
Contracts involving cultural assets
The exercise of the protection function (case discussion)
Module 4. Enhancement and management
From protection to enhancement
The function of enhancement
Use and management of cultural assets
Involvement of private entities and fiscal policy instruments
Public and private actors in the enhancement function (case discussion)
Module 5. Organization and actors
The cultural heritage system: public and private actors
The State and local authorities
Private entities: roles and forms of involvement
The State organization: the Ministry of Culture
The central administration of the Ministry of Culture
The peripheral administration of the Ministry
Ales S.p.A.
Local and regional authorities
Organizational relations within the Ministry of Culture (case discussion)
Module 6. The landscape
The landscape and its legal dimension
Landscape, environment, and land-use planning
The constitutional framework on landscape
Landscape regulation in the European Landscape Convention and in the Cultural Heritage Code
Landscape assets
Protection and enhancement functions
Instruments of action
Administrative and criminal controls and sanctions
examMode
Students’ knowledge will be assessed through a written exam consisting of three open-ended questions. The time allotted for completing the exam is 40 minutes.
books
C.Barbati, M. Cammelli, L.Casini, G. Piperata, G. Sciullo, Diritto del patrimonio culturale, Bologna, il Mulino, III edizione, 2025, ISBN 9788815391582.
For those wishing to further explore topics in European administrative law, alternatively, the recommended text is:
S. Del Gatto, G. Vesperini (eds.), Manuale di diritto amministrativo europeo , Turin, Giappichelli, 2024, ISBN/EAN 9791221108880
classRoomMode
Attendance is not mandatory but strongly recommended. The structure of the course is designed to facilitate a more comprehensive understanding of the subject matter for students who attend regularly.
There is no separate syllabus for attending and non-attending students. However, active participation in class — including engagement in discussions and preparation through the assigned readings — will be taken into account in the final assessment.
bibliography
S.Cassese, I beni culturali da Bottai a Spadolini, S.Cassese, L'amministrazione dello Stato. Saggi, Milano, Giuffrè, 1976, 153 ss.
S. Cassese, Il futuro della disciplina dei beni culturali, in Giornale di diritto amministrativo, 2012, 781 ss.
V. Cerulli Irelli, Diritto pubblico della "proprietà" e dei "beni", Torino Giappichelli 2022
18039 - HISTORY OF MEDIEVAL ART IN EUROPE AND IN MEDITERRANEAN AREA
MARIA RAFFAELLA MENNA
First Semester
8
L-ART/01
Learning objectives
To have knowledge of the works discussed in class and to develop an understanding of even complex texts.
To have the ability to analyse and understand works not presented in class, but which can be traced back to the period and to the artistic trends studied.
To acquire autonomy of critical judgement in relation to the texts and essays read.
To develop communication skills in presenting the characteristics of a work or an artistic process, using appropriate language.
To develop learning skills towards specific categories and concepts, relating them to the debate of studies and contemporary thought.
Duccio di Buoninsegna "between Byzantine tradition and Gothic world".
The course aims to retrace the birth and development of Sienese painting, investigating its roots between Byzantine tradition and the Gothic world, also in light of the new findings presented in the exhibition held between New York and London last spring. The main works will be analyzed, and the ongoing issues will be addressed, and the presence of Sienese masters in the territory of Tuscia will also be investigated. A field trip to Siena is scheduled, which will include a visit to the Cathedral complex, the Opera Museum, the National Art Gallery, and the Palazzo Pubblico, which is an integral part of the course.
examMode
Ability to comment critically and with appropriate language on the works presented during the course with reference to the cultural context and the framework of recent studies with specific reference to the bibliography examined during the lessons.
books
Bagnoli, Alessandro ( a cura di), Duccio : alle origini della pittura senese ; Siena, Santa Maria della Scala - Museo dell’Opera del Duomo, 4 ottobre 2003 - 11 gennaio 2004], Milano, Silvana Editoriale, 2003 (parti scelte)
Siena : The Rise of Painting, 1300-1350, New York, The Metropolitan Museum of Art, 13 October 2024 - 26 January 2025; London, The National Gallery, 8 March - 22 June 202, exibition catalogue edited by Cannon Joanna, Campbell Caroline, Wolohojian Stephan, London, National Gallery Global, 2024 (parti scelte)
mode
Teaching will be carried out through a series of lessons, a series of conferences and a seminar.
Included in lessons will the projection of images and they will start from the reading of the works (on the basis of the iconographic, stylistic-formal aspect, but also the technical aspect) to provide the instrumentsfor a correct analysis and understanding of them. Students will be directly involved in the second part of the course, invited to deepen a topic agreed with the teacher, which they will present in class.
classRoomMode
Attendance is not mandatory, but is strongly recommended.
bibliography
Ragionieri, Giovanna, Duccio. Catalogo completo dei dipinti, Firenze, Cantini, 1989
Stubblebine, James H., Duccio di Buoninsegna and His School , Princeton, N.J: Princeton Univ. Press, 1979
DISCIPLINE STORICO - ARTISTICHE
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HISTORY OF THE ARTS IN ROME AND LATIUM IN EARLY MODERN AGE
First Semester
8
L-ART/02
Learning objectives
The course aims to provide art-historical knowledge and advanced methodological tools for the knowledge of northern Latium in its interrelationship with Rome in the modern age, with a focus on the phenomena of artistic patronage.
At the end of the course the student:
1) will have acquired a sound knowledge of the topics covered in the course through the study and comprehension of specialised texts (Knowledge and comprehension skills).
2) will be able to correctly situate the contexts and materials covered in the course in the historical and cultural period of reference, (Applied knowledge and understanding).
3) will be able to assess critically the information learnt and discuss the course topics with autonomy of judgement, making connections also of an interdisciplinary nature (Autonomy of judgement).
4) will be able to organise an effective presentation of the topics covered in the course, using appropriate terminology and demonstrating critical autonomy (Communication skills).
5) will have acquired the learning skills necessary to conduct autonomous research in the art-historical field by applying the methodological tools of investigation and study addressed during the course (Ability to learn).
ART IN EUROPE FROM POSTMODERN TO THE PRESENT
PATRIZIA MANIA
First Semester
8
L-ART/03
Learning objectives
1) Knowledge and understanding
Recognize the unique aspects of contemporary European and Mediterranean artistic culture with reference to the protagonists, exhibitions, critical theory, and the languages used.
2) Apply knowledge
Analyze the relevant meanings and geo-cultural contexts.
3) Make independent judgments.
Report the defining characteristics of contemporary artistic practices in light of the relevant theoretical debate in the area under consideration.
4) Communication skills
Use relevant language in reporting on related issues.
5) Learning skills
Acquire skills in approaching and analyzing contemporary artworks within an interdisciplinary and transcultural framework.
- Themes, languages, protagonists of Art in Europe from 1969 to Today
- The postmodern condition: definition and characters
- Some artists: Marcel Broodthaers, Joseph Beuys, Anselm Kiefer
- The 90s: relational aesthetics, the biennial format
- The issue of postcolonialism in art: the "Les Magiciens de la Terre" exhibition and debate
- The controversial limelight of Eastern art after the collapse of the Berlin Wall
- Atlas of contemporary art in the Mediterranean area- The third millennium: between globalization and resistance. The new emergencies
examMode
Ongoing assessment: At the beginning of the course, flipped classroom sessions will be scheduled, during which students will present topics previously agreed upon with the instructor. This activity will be graded out of 30, which is a partial exemption from the oral exam.
Oral exam: The interview will focus on the topics covered in the course. Two or three questions will be asked to test students' knowledge of contemporary art history.
books
- Nicolas Bourriaud, Il radicante, postmediabooks, 2014
- Patrizia Mania, Racconti mediterranei. Immagini, memoria, azioni nell’arte contemporanea, Round Robin, 2017.
-Patrizia Mania Maria Raffaella Menna, a cura di, Frammenti di Siria Dal medioevo alla contemporaneità Prendersi cura dell’arte/L’arte come cura, Round Robin, 2019, pp.97-137
-Patrizia Mania, “I Like Europe but Europe Doesn’t Like Me. Sentirsi discriminati: gli artisti dell’Est dopo la Guerra fredda”, in Raffaella Petrilli, Hate Speech L’odio nel discorso pubblico. Politica, media, società, Round Robin, 2019, pp.99-111.
Non-attending students have to choose a text from the following:
- Roberto Pinto, Nuove geografie artistiche. Le mostre al tempo della globalizzazione, Postmediabooks, 2012.
- Teresa Macrì, Fallimento, Postmediabooks, 2017
- Foster Hal, Il ritorno del reale. L’avanguardia alla fine del Novecento, 2006, Postmedia Srl, Milano. [1996, Massachussets Institute of Technology].
- Belting H., Birken J., Buddensieg A. e Weibel P., eds. Global Studies. Mapping Contemporary Art and Culture, Hatje Cantz Verlag, Ostifldern, 2011.
- Patrizia Mania, Raffaella Petrilli, Elisabetta Cristallini (a cura di), Arte sui muri della città. Street Art e Urban Art: questioni aperte, Roma, Round Robin editrice, 2017.
classRoomMode
75% attendance is required
bibliography
Further bibliographical references will be provided during the lessons.
ATTIVITà FORMATIVE AFFINI O INTEGRATIVE LM89
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SEMIOTICS OF ART.
DIEGO FEMIA
First Semester
8
M-FIL/05
Learning objectives
The course introduces students to the study of narrative communication within a pragmatic and semiotic framework, taking narrative languages (verbal and visual) as a privileged field for observing how speech acts and argumentative strategies work. It addresses questions such as: what does it mean to tell a story? why did human beings start telling stories? how do narrative texts construct subjects, power relations, and practices of persuasion, manipulation, discrimination and counter-discourse?
1) Knowledge and understanding. The course aims to develop basic knowledge in linguistic pragmatics, argumentation theory, and narrative and visual semiotics.
Students will acquire:
- an overview of some of the main concepts in pragmatics (enunciation, speech acts, implicit communication) as applied to narrative texts;
- the distinction between verbal and visual narrative modes and their semiotic and enunciative properties;
- notions of figurative and plastic semiotics for analysing visual communication as a narrative device;
- tools for describing certain pathologies of public discourse from the perspective of narrative languages.
At the end of the course, students will understand that studying languages, literatures, and the figurative and plastic arts means, first and foremost, engaging with narrative languages and with their pragmatic, argumentative and social implications.
2) Applying knowledge and understanding. Students will be expected to view texts and communicative practices as situated acts, in which narration is a way of acting upon the world and upon others, and to:
- recognise pragmatic, semiotic and enunciative indicators that signal narrative texts across different media;
- use semiotic tools to distinguish between legitimate persuasive use and manipulation;
- analyse the narrative dimension of power and discrimination dynamics (ethnic, gender-based, social);
- use the categories of figurative and plastic semiotics to interpret visual narratives (images, posters, infographics, materials for social and political communication);
- identify and discuss forms of counter-discourse and counter-narrative, assessing their capacity to respond critically to dominant narratives.
3) Expected learning outcomes
- Applied knowledge and understanding: recognise forms and modes of narrative languages (verbal and visual) in public discourse; know the basic structures of narrative communication and their indicators; understand the persuasive drive of storytelling and its role in shaping the perception of reality.
- Making judgements and learning skills: distinguish critically between persuasion, manipulation and discriminatory narratives; recognise the role of stories in processes of construction and contestation of symbolic power; assess the function of counter-discourses as strategies of resistance and repositioning.
- Communication skills: argue the knowledge acquired using appropriate technical terminology; connect theoretical concepts to textual and visual cases (politics, media, social media); present oral and written analyses of narrative texts, showing awareness of the implications of different uses of narration.
- Cooperative learning skills: work cooperatively in activities integrated with lectures (case analyses, exercises, presentations, seminar discussions) and participate actively in collective discussions, testing interpretative hypotheses and argumentative skills.
Telling stories is the most typical way of doing things with words and images: sometimes to make sense of the world, sometimes to share one’s own view of it, sometimes to manipulate it.
The course explores the mechanisms of narrative (verbal and visual) by focusing on:
1. Language as action: from pragmatics to the social philosophy of language.
2. Saying, implicating, presupposing.
3. Classifying with language: social categories and power.
4. Propaganda, public discourse and narrative.
5. Homo narrans: why do we tell stories?
6. Structures of narrativity.
7. Narrative and argumentation.
8. Visual narrative (figurative dimension).
9. Visual narrative (plastic dimension).
10. Discrimination through narrative.
11. Counter-speech.
examMode
The final assessment takes place in accordance with Article 26 of the University's Didactic Regulations. In assessing the test and awarding the final grade, the following will be taken into account: the level of content knowledge demonstrated, the ability to apply concepts and theories, the ability to analyse, synthesise and argue, the ability to make a critical sense, the use of an appropriate philosophical-linguistic vocabulary.
Learning will be assessed through a written exam and an oral examination.
The written exam, focused on the fundamental concepts of the course, will consist of a test with 3 open-ended questions (each worth a maximum of ten points). Students may choose which 3 questions to answer from a selection proposed by the examination committee.
The oral exam will take place on the same day as the written test and will include the review and discussion of the written exam.
ONLY FOR ATTENDING STUDENTS:
During the course, one or two exercises will be carried out on the topics covered in class. Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).
Assessment criteria:
- The following will result in excellent marks (e.g. 27-30): a clear exposition of the course content with appropriate language; the full ability to connect the different positions of the authors and the applicative value of the theories; the possession of good critical and argumentation skills.
- The following will result in fair marks (e.g. 22-26): a clear, albeit mnemonic, exposition of the examination texts; a fair ability to connect the contents and theories studied; possession of critical capacity and the use of sufficiently appropriate language.
- The following will result in sufficient marks (e.g. 18-21): a complete but superficial knowledge of the examination programme; a poor ability to connect and apply the course content; only a recognition or poor competence in the appropriate philosophical-linguistic vocabulary.
books
1) Claudia Bianchi, Laura Caponetto, Filosofia sociale del linguaggio, Roma-Bari: Laterza, 2025. Print ISBN: 9788859300816, e-book ISBN: 9788858158708. The entire book.
2) Maria Pia Pozzato, Capire la semiotica, Roma: Carocci, 2013. Print ISBN: 9788843069651. The entire book.
3) Francesco Ferretti, L’istinto persuasivo. Come e perché gli umani hanno iniziato a raccontare storie, Roma: Carocci, 2022. Print ISBN: 9788829012466. Only chapters 1 and 2.
4) Course materials provided by the instructor, available via Moodle (at: https://moodle.unitus.it/moodle/course/view.php?id=7343 ).
classRoomMode
Course attendance is not mandatory, although recommended.
Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).
bibliography
A specific concluding page of the slides used in support for each lecture will contain all the bibliographic references used for the lecture and useful for:
- link the topics discussed in the classroom to the texts adopted;
- allow for any voluntary further study through additional cited texts and/or theoretical-cultural background.
Telling stories is the most typical way of doing things with words and images: sometimes to make sense of the world, sometimes to share one’s own view of it, sometimes to manipulate it.
The course explores the mechanisms of narrative (verbal and visual) by focusing on:
1. Language as action: from pragmatics to the social philosophy of language.
2. Saying, implicating, presupposing.
3. Classifying with language: social categories and power.
4. Propaganda, public discourse and narrative.
5. Homo narrans: why do we tell stories?
6. Structures of narrativity.
7. Narrative and argumentation.
8. Visual narrative (figurative dimension).
9. Visual narrative (plastic dimension).
10. Discrimination through narrative.
11. Counter-speech.
examMode
The final assessment takes place in accordance with Article 26 of the University's Didactic Regulations. In assessing the test and awarding the final grade, the following will be taken into account: the level of content knowledge demonstrated, the ability to apply concepts and theories, the ability to analyse, synthesise and argue, the ability to make a critical sense, the use of an appropriate philosophical-linguistic vocabulary.
Learning will be assessed through a written exam and an oral examination.
The written exam, focused on the fundamental concepts of the course, will consist of a test with 3 open-ended questions (each worth a maximum of ten points). Students may choose which 3 questions to answer from a selection proposed by the examination committee.
The oral exam will take place on the same day as the written test and will include the review and discussion of the written exam.
ONLY FOR ATTENDING STUDENTS:
During the course, one or two exercises will be carried out on the topics covered in class. Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).
Assessment criteria:
- The following will result in excellent marks (e.g. 27-30): a clear exposition of the course content with appropriate language; the full ability to connect the different positions of the authors and the applicative value of the theories; the possession of good critical and argumentation skills.
- The following will result in fair marks (e.g. 22-26): a clear, albeit mnemonic, exposition of the examination texts; a fair ability to connect the contents and theories studied; possession of critical capacity and the use of sufficiently appropriate language.
- The following will result in sufficient marks (e.g. 18-21): a complete but superficial knowledge of the examination programme; a poor ability to connect and apply the course content; only a recognition or poor competence in the appropriate philosophical-linguistic vocabulary.
books
1) Claudia Bianchi, Laura Caponetto, Filosofia sociale del linguaggio, Roma-Bari: Laterza, 2025. Print ISBN: 9788859300816, e-book ISBN: 9788858158708. The entire book.
2) Maria Pia Pozzato, Capire la semiotica, Roma: Carocci, 2013. Print ISBN: 9788843069651. The entire book.
3) Francesco Ferretti, L’istinto persuasivo. Come e perché gli umani hanno iniziato a raccontare storie, Roma: Carocci, 2022. Print ISBN: 9788829012466. Only chapters 1 and 2.
4) Course materials provided by the instructor, available via Moodle (at: https://moodle.unitus.it/moodle/course/view.php?id=7343 ).
classRoomMode
Course attendance is not mandatory, although recommended.
Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).
bibliography
A specific concluding page of the slides used in support for each lecture will contain all the bibliographic references used for the lecture and useful for:
- link the topics discussed in the classroom to the texts adopted;
- allow for any voluntary further study through additional cited texts and/or theoretical-cultural background.
FROM BYZANTIUM TO GOTHIC. ARTS IN EXHIBITION
MARIA CROCIFISSA ANDALORO
First Semester
8
L-ART/01
Learning objectives
In accordance with the educational objectives of study course, the course aims to provide tools for knowledge and research in the field of medieval art that allow students to acquire skills related to the understanding and enhancement of medieval works, useful for pursuing further studies or professional paths in the museum sector.
The expected outcomes are:
-Acquire the ability to read and critically interpret medieval works and the choices behind their exhibition in different contexts
-Develop communication skills in presenting the features and choices of an exhibitio related to medieval art using appropriate language
-Develop the ability to leam specific categories and concept, relating them to contemporary thought
The assessment will be based on a discussion of a topic covered in class and commentary on selected works.
classRoomMode
Attendance is not mandatory, but strongly recommended.
CONTEMPORARY HISTORY
CATIA PAPA
First Semester
8
M-STO/04
Learning objectives
The course aims to provide students with an adequate knowledge of European colonialism between XIX and XX century, with a particular regard to the Italian colonial rule in Africa.
Learning outcomes: a) knowledge of the history of European colonial expansionism and decolonization processes, ability to understand contexts and processes; b) ability to apply acquired knowledge to the analysis of historical-political, economic-social, linguistic-cultural dynamics; c) ability to critically interpret the issues addressed, demonstrating autonomy of judgment; d) ability to communicate, using the appropriate terminology, issues and problems addressed; e) to have acquired a methodology useful to carry out study and research activities independently.
The course offers a broad historical reflection on nation, gender, and war, structured around four chronological frameworks. The first framework spans from the late eighteenth century to the First World War and focuses on the emergence and consolidation of the modern canon of the nation-state, with its emotional, identitarian, and gendered components shaped by revolutionary, independence, and imperial wars. The second framework addresses the period between the two World Wars, with particular attention to the rhetoric and practices of the Fascist regime. The third framework examines the long postwar period, characterised by the Cold War, its gender codes, and the emergence of youth countercultures, neo-feminist movements, and pacifist activism. The fourth framework concerns the period inaugurated by the fall of the Berlin Wall, marked by the tension between new cultures of citizenship and renewed languages of belonging and identity articulated in a national-populist key.
Teaching activities will be integrated with the analysis of primary sources and with critical discussions of the historiography.
examMode
Assessment will take the form of an oral examination, designed to evaluate students' critical understanding of the course content, their use of analytical categories, and their ability to develop coherent historical arguments.
books
The texts and study materials for the exam will consist of articles and excerpts selected by the instructor, in line with the topics covered in the course, and made available to students during lessons and on Moodle.
classRoomMode
Attendance is recommended but not compulsory. Non-attending students may prepare for the exam using the materials indicated and made available by the course instructor.
bibliography
B. Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, revised ed., London-New York, Verso, 2006 (first published 1983)
G.L. Mosse, Nationalism and Sexuality: Respectability and Abnormal Sexuality in Modern Europe, New York, H. Fertig, 1985
M.R. Higonnet, J. Jenson, S. Michel, M.C. Weitz (eds.), Behind the lines. Gender and the Two World Wars, New Haven-London, Yale University Press, 1987
N. Yuval-Davis, Gender & Nation, London, Sage, 2003 (first published 1997)
I. Blom, K. Hagemann, C. Hall (eds.), Gendered Nations: Nationalisms and Gender Order in the Long Nineteenth Century, Oxford-New York, Berg, 2000
A.M. Banti, L'onore della nazione. Identità sessuali e violenza nel nazionalismo europeo dal XVIII secolo alla Grande Guerra, Torino, Einaudi, 2025
K. Hagemann, S. Dudink, S.O. Rose (eds.), The Oxford Handbook of Gender, War, and the Western World since 1600, New York: Oxford University Press, 2020
The course offers a broad historical reflection on nation, gender, and war, structured around four chronological frameworks. The first framework spans from the late eighteenth century to the First World War and focuses on the emergence and consolidation of the modern canon of the nation-state, with its emotional, identitarian, and gendered components shaped by revolutionary, independence, and imperial wars. The second framework addresses the period between the two World Wars, with particular attention to the rhetoric and practices of the Fascist regime. The third framework examines the long postwar period, characterised by the Cold War, its gender codes, and the emergence of youth countercultures, neo-feminist movements, and pacifist activism. The fourth framework concerns the period inaugurated by the fall of the Berlin Wall, marked by the tension between new cultures of citizenship and renewed languages of belonging and identity articulated in a national-populist key.
Teaching activities will be integrated with the analysis of primary sources and with critical discussions of the historiography.
examMode
Assessment will take the form of an oral examination, designed to evaluate students' critical understanding of the course content, their use of analytical categories, and their ability to develop coherent historical arguments.
books
The texts and study materials for the exam will consist of articles and excerpts selected by the instructor, in line with the topics covered in the course, and made available to students during lessons and on Moodle.
classRoomMode
Attendance is recommended but not compulsory. Non-attending students may prepare for the exam using the materials indicated and made available by the course instructor.
bibliography
B. Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, revised ed., London-New York, Verso, 2006 (first published 1983)
G.L. Mosse, Nationalism and Sexuality: Respectability and Abnormal Sexuality in Modern Europe, New York, H. Fertig, 1985
M.R. Higonnet, J. Jenson, S. Michel, M.C. Weitz (eds.), Behind the lines. Gender and the Two World Wars, New Haven-London, Yale University Press, 1987
N. Yuval-Davis, Gender & Nation, London, Sage, 2003 (first published 1997)
I. Blom, K. Hagemann, C. Hall (eds.), Gendered Nations: Nationalisms and Gender Order in the Long Nineteenth Century, Oxford-New York, Berg, 2000
A.M. Banti, L'onore della nazione. Identità sessuali e violenza nel nazionalismo europeo dal XVIII secolo alla Grande Guerra, Torino, Einaudi, 2025
K. Hagemann, S. Dudink, S.O. Rose (eds.), The Oxford Handbook of Gender, War, and the Western World since 1600, New York: Oxford University Press, 2020
LATIN LITERATURE
ALESSANDRO FUSI
First Semester
8
L-FIL-LET/04
Learning objectives
Formative objectives: The course aims to provide essential knowledge of the Satyricon; mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; direct knowledge of Petronius' text, set in the Neronian era and its relationship with the Greek-Latin literary tradition, through reading and commentary.
Expected learning outcomes: At the end of the teaching the student will have:
Knowledge of the main features of the history of latin literature; knowledge of the peculiar features of Petronius’ Satyricon
Ability to analyse Latin literary history and comprehend her diachronic development; ability to analyse and discuss appropriately Petronius’ Satyricon
Ability to formulate autonomous judgements on the course’s themes
Ability to adequately communicate what learned
Ability to comprehend and interpret autonomously literary phenomena and similar texts not included in the programme.
Programme: the course is focused on Petronius’ Satyricon, a work that represents one of the greatest masterpieces of Latin prose: after an introduction devoted to the discussed origin of the Latin novel, examined in his relationships with Greek and Roman models (novels, epic poems, comedy), there will be an in-depth examination of Petronius’ novel, paying attention to his problematic features (author, age, structure, intentions) as well as to artistic peculiarities (irony, parody), with special attention to linguistic and stylistic aspects. Some important pages of the novel will be read and commented.
examMode
Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct).
books
A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).
More bibliography and didactic materials will be given during the course (for attending students).
Non attending students have to contact the professor for a programme.
classRoomMode
Attendance in this course is optional, but highly recommended.
bibliography
A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).
Programme: the course is focused on Petronius’ Satyricon, a work that represents one of the greatest masterpieces of Latin prose: after an introduction devoted to the discussed origin of the Latin novel, examined in his relationships with Greek and Roman models (novels, epic poems, comedy), there will be an in-depth examination of Petronius’ novel, paying attention to his problematic features (author, age, structure, intentions) as well as to artistic peculiarities (irony, parody), with special attention to linguistic and stylistic aspects. Some important pages of the novel will be read and commented.
examMode
Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct).
books
A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).
More bibliography and didactic materials will be given during the course (for attending students).
Non attending students have to contact the professor for a programme.
classRoomMode
Attendance in this course is optional, but highly recommended.
bibliography
A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).
CRITICISM OF ITALIAN LITERATURE
First Semester
8
L-FIL-LET/10
Learning objectives
Historicization of a tradition and practice of critical reading; problematization of critical reading of literary text.
1) Improvement of knowledge and understanding of critical writing (with reference to militant criticism and academic criticism)
2) Improvement of knowledge and understanding applied to the student's learning of a good awareness of critical writing (also in view of the writing of the thesis) starting from major models of italian tradition
3) Increased autonomy of judgment through an orientation to the use of the main tools of critical-literary research on paper and digital support
4) Enhancement of communicative skills through the opening of a discussion during the lessons on critical issues addressed with the teacher
DISCIPLINE STORICO - ARTISTICHE
-
-
-
-
HISTORY OF THE ARTS IN ROME AND LATIUM IN EARLY MODERN AGE
First Semester
8
L-ART/02
Learning objectives
The course aims to provide art-historical knowledge and advanced methodological tools for the knowledge of northern Latium in its interrelationship with Rome in the modern age, with a focus on the phenomena of artistic patronage.
At the end of the course the student:
1) will have acquired a sound knowledge of the topics covered in the course through the study and comprehension of specialised texts (Knowledge and comprehension skills).
2) will be able to correctly situate the contexts and materials covered in the course in the historical and cultural period of reference, (Applied knowledge and understanding).
3) will be able to assess critically the information learnt and discuss the course topics with autonomy of judgement, making connections also of an interdisciplinary nature (Autonomy of judgement).
4) will be able to organise an effective presentation of the topics covered in the course, using appropriate terminology and demonstrating critical autonomy (Communication skills).
5) will have acquired the learning skills necessary to conduct autonomous research in the art-historical field by applying the methodological tools of investigation and study addressed during the course (Ability to learn).
18032 - THE CITIES HISTORY AND MEDIEVAL SETTLEMENTS
ALEXA BIANCHINI
Second Semester
8
M-STO/01
Learning objectives
The course aims to provide students with an in-depth study of the main research topics related to the history of rural and urban settlements in the medieval mediterranean context, with particular reference to the Italian municipal experience, providing students with the methodological tools for a critical analysis of the sources.
The course program focuses on the illustration and discussion of the main forms of medieval settlement. Particular attention is given to the evolutionary trends of Italian communes and to specific case studies. The discussion of these topics will be enriched by the analysis of selected documents, which will serve both to clarify the subjects covered and to provide insight into the types of sources available for the study of late medieval Italy.
Indicative Lesson Plan:
Definition and characteristics of the main medieval settlement forms.
Origin and development of episcopal cities.
The role of the Church in urban organization.
Structure and functions of territorial lordships.
Fortification and the phenomenon of incastellamento.
Spatial organization of castles and their role in the territory.
Origins of communes and the process of gaining autonomy.
Political and institutional structure of the commune.
Economic, social, and urban evolution of communal cities.
Markets and fairs: places of exchange and commerce.
Craftsmanship, guilds, and the organization of urban labor.
The role of confraternities and religious associations.
examMode
Oral interview on the basis of the materials seen in class and the bibliography indicated.
books
Reading and study of the following texts:
Jacques Le Goff, La città medievale, Firenze-Milano, 2011
One of the following textbooks of your choice:
- G. Milani, I comuni italiani. Secoli XII-XIV, Roma 2005
- F. Franceschi, I. Taddei, Le città italiane nel medioevo (XII-XIV secolo), Bologna 2012
- F. Menant, L’Italia dei comuni (1100-1350), Roma 2011
At least 2 of the following essays:
- P. Toubert, Dalla terra ai castelli. Paesaggio, agricoltura e poteri nell'Italia medievale, a cura di G. Sergi, Torino 1997, limitatamente ai seguenti capitoli: parte I, cap. 2 (pp. 44-98), parte II, cap. 2 (pp. 156-182), cap. 3 (pp. 183-245)
- G. Tabacco, La città vescovile nell’alto Medioevo, in Modelli di città. Strutture e funzioni politiche, a cura di P. Rossi, Torino 1987, pp. 327-345
- R. Bordone, La città comunale, in Modelli di città. Strutture e funzioni politiche, pp. 347-370
- G. Chittolini, La città europea tra Medioevo e Rinascimento, in Modelli di città. Strutture e funzioni politiche, pp. 370-393
- S. Voce, La città medievale. Parma raccontata da Salimbene de Adam, in La città e le sue metamorfosi. Atti del convegno (Parma, 7 maggio 2019), a cura di S. Voce, Bologna 2020, pp. 137-158
- A. Di Muro, Alle origini della città medievale. Il Mezzogiorno longobardo (secoli VIII-IX), in Ingenita curiositas. Studi sull'Italia medievale per Giovanni Vitolo, Battipaglia 2018, pp. 515-542
- M. Miglio, Il progetto culturale nel Quattrocento a Roma, in Il ‘400 a Roma. La rinascita delle arti da Donatello a Perugino, a cura di M.G. Bernardini, M. Bussagli, Milano 2008, pp. 107-113
- M. Miglio, Il Senato in Roma medievale, in Il Senato nel Medioevo e nella prima età moderna, a cura di G. Arnaldi, Roma 1997, pp. 117-172
Those who have never attended an introductory course in Medieval History must substitute one of the textbooks on the history of cities with a general introductory textbook on history (for example, Andrea Zorzi, Manuale di storia medievale, Torino 2021; Luigi Provero - Massimo Vallerani, Storia Medievale, Firenze 2022)
Non-attending students, in addition to the materials indicated, must study 4 of the essays of their choice. Attendance at the course is however strongly recommended.
Any other bibliography will be pointed out in class to those who show an interest in deepening certain topics.
mode
Frontal lesson and visit to relevant sites.
classRoomMode
Classroom lectures.
bibliography
Reading and study of the following texts:
Jacques Le Goff, La città medievale, Firenze-Milano, 2011
One of the following textbooks of your choice:
- G. Milani, I comuni italiani. Secoli XII-XIV, Roma 2005
- F. Franceschi, I. Taddei, Le città italiane nel medioevo (XII-XIV secolo), Bologna 2012
- F. Menant, L’Italia dei comuni (1100-1350), Roma 2011
At least 2 of the following essays:
- P. Toubert, Dalla terra ai castelli. Paesaggio, agricoltura e poteri nell'Italia medievale, a cura di G. Sergi, Torino 1997, limitatamente ai seguenti capitoli: parte I, cap. 2 (pp. 44-98), parte II, cap. 2 (pp. 156-182), cap. 3 (pp. 183-245)
- G. Tabacco, La città vescovile nell’alto Medioevo, in Modelli di città. Strutture e funzioni politiche, a cura di P. Rossi, Torino 1987, pp. 327-345
- R. Bordone, La città comunale, in Modelli di città. Strutture e funzioni politiche, pp. 347-370
- G. Chittolini, La città europea tra Medioevo e Rinascimento, in Modelli di città. Strutture e funzioni politiche, pp. 370-393
- S. Voce, La città medievale. Parma raccontata da Salimbene de Adam, in La città e le sue metamorfosi. Atti del convegno (Parma, 7 maggio 2019), a cura di S. Voce, Bologna 2020, pp. 137-158
- A. Di Muro, Alle origini della città medievale. Il Mezzogiorno longobardo (secoli VIII-IX), in Ingenita curiositas. Studi sull'Italia medievale per Giovanni Vitolo, Battipaglia 2018, pp. 515-542
- M. Miglio, Il progetto culturale nel Quattrocento a Roma, in Il ‘400 a Roma. La rinascita delle arti da Donatello a Perugino, a cura di M.G. Bernardini, M. Bussagli, Milano 2008, pp. 107-113
- M. Miglio, Il Senato in Roma medievale, in Il Senato nel Medioevo e nella prima età moderna, a cura di G. Arnaldi, Roma 1997, pp. 117-172
Those who have never attended an introductory course in Medieval History must substitute one of the textbooks on the history of cities with a general introductory textbook on history (for example, Andrea Zorzi, Manuale di storia medievale, Torino 2021; Luigi Provero - Massimo Vallerani, Storia Medievale, Firenze 2022)
Non-attending students, in addition to the materials indicated, must study 4 of the essays of their choice. Attendance at the course is however strongly recommended.
Any other bibliography will be pointed out in class to those who show an interest in deepening certain topics.
CHOICE GROUPS
YEAR/SEMESTER
CFU
SSD
LANGUAGE
DISCIPLINE METODOLOGICHE
-
8
-
-
18036 - COMPUTER SCIENCE APPLIED TO CULTURAL HERITAGE
LUCA LANTERI
Second Year / First Semester
8
INF/01
Learning objectives
The fundamental objective of the Computer Science Applied to Cultural Heritage course is to provide the student with knowledge of hardware and software systems in general, and specifically those applied in the field of 2D and 3D documentation of Cultural Heritage.
The expected learning outcomes are:
- know the basic principles of hardware and software operation;
- know the principles and applications of vector and raster graphic documentation techniques;
- understand the meaning and importance of documenting cultural heritage;
- understand the functioning of software and electronic tools used in the virtual reproduction of cultural goods
- understand the significance of the experimental results obtained with the above techniques
120373 - GEOGRAPHIC INFORMATION SYSTEMS FOR CULTURAL HERITAGE
LUCA LANTERI
Second Year / First Semester
8
INF/01
Learning objectives
In accordance with the educational objectives of the course of study, the course aims to provide the tools for
knowledge of information systems, with particular regard to applications to cultural heritage, and to
acquire the skills necessary to undertake any subsequent studies or professional paths.
The expected outcomes are:
1- knowledge and understanding skills that reinforce those acquired in the first cycle and allow for the
development and/or application of original ideas, including in a research context;
2- problem-solving skills to new issues embedded in broader (or interdisciplinary) contexts related to the
field of study;
3- ability to integrate knowledge and manage complexity, as well as to make judgments based on limited or
incomplete information;
4- ability to communicate clearly to specialist and non-specialist interlocutors;
5- ability to learn skills that will enable continued independent research in the field of information systems.
- will have acquired advanced methodological tools and critical content to
explore the correlation between the themes of conservation, restoration, valorisation and communication
- will have acquired historical and critical skills on exhibition languages
- will be able to use specialised vocabulary
- will have developed subjectivity of research, exposition and discussion
1. Knowledge and understanding
Students acquire advanced knowledge of the principles of digital archival science, of the processes of creation, management and preservation of digital archives, and of the main archival standards and information systems, understanding the evolution from the analogue to the digital environment.
2. Applying knowledge and understanding
Students are able to design digitisation, description and enhancement projects for archival holdings, identify critical issues related to long-term digital preservation, and apply specialised tools and software.
3. Making judgements
Students are able to define and justify methodological criteria for the arrangement and description of archives in digital environments, critically evaluating tools, standards and operational solutions, also in relation to legal and preservation issues.
4. Communication skills
Students are able to present theoretical and technical issues in digital archival science with terminological accuracy and logical rigour, and to produce written assignments consistent with academic standards.
5. Learning skills
Students develop autonomy in further exploring disciplinary topics, demonstrating the ability to keep up to date with regulatory and technological developments in the field and readiness for further study.
The Digital Archival Science course is divided into a theoretical part and an application exercise, which are closely integrated with each other. The first part addresses the conceptual foundations of the discipline in the digital environment, with particular attention to the dematerialization of document processes and the management of the IT document. The concept of digital archival document, documentary typologies, phases of document management, classification, protocolization and IT management systems are analyzed. The course also delves into the structure of digital archives, the typology of producing entities and the main regulatory references. Ample space is devoted to national and international descriptive standards and their application in archival information systems. A specific section deals with the management and preservation of natively digital archives. The second part consists of an exercise in cataloging and describing digital or digitized material. At the end, the student must present a thesis based on the activity carried out. Slides will be provided to attending students. Students who will not be able to attend the course must agree with the teacher on the program to bring
examMode
-The profit exam consists of an oral exam and a written term paper.
-The level of knowledge acquired on the topics covered in the course, the candidate's ability to critically apply this knowledge to the problems and case studies addressed, as well as effective clarity in the presentation will be assessed. The assessment shall be expressed in thirtieths, with possible praise. The minimum passing grade is eighteen thirtieths.
books
G. Bonfiglio Dosio, Primi passi nel mondo degli archivi, quinta edizione, Cleup, 2023
S. Pigliapoco, Documentare, archiviare, conoscere. Formare e conservare la memoria nel contesto digitale, Civita editoriale, 2022
L'archivio di domani. Memoria, organizzazione umana, web, a cura di D. Dal Sasso, Il Mulino, 2025
S. Allegrezza, web e social media come nuove fonti per la storia, in Umanistica digiotale, n. 14, 2022, pp. 137-162
classRoomMode
Attendance is optional. Students unable to attend the course will have to agree on an alternative program with the instructor.
DISCIPLINE ARCHEOLOGICHE E ARCHITETTONICHE
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24
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18043 - MEDIEVAL ARCHEOLOGY AND TOPOGRAPHY
GIUSEPPE ROMAGNOLI
Second Year / First Semester
8
L-ANT/08
Learning objectives
Consistently with the educational objectives of the course of study, the course aims to provide basic knowledge in the disciplinary field and to put the student in a position to apply the acquired knowledge, to develop communication skills, autonomy of judgment and ability to communicate ideas, problems and reflections in a clear and correct way, and to acquire the necessary skills to undertake any further studies or professional paths in the field of archaeology.
The expected results are: knowledge and comprehension skills that reinforce those acquired in the first cycle and allow for the elaboration and/or application of original ideas, also in a research context; problem-solving skills on new or unfamiliar topics, set in broader (or interdisciplinary) contexts related to one's field of study; ability to integrate knowledge and manage complexity, as well as to make judgements on the basis of limited or incomplete information; ability to communicate clearly to specialist and non-specialist interlocutors; learning skills that allow one to continue studying mostly independently.
The first part of the course (about 25 hours) is devoted to the evolution of Italian cities between late antiquity and the early Middle Ages (5th-9th centuries), read through the archaeological investigations conducted in urban centers over the last half-century.
A second part (about 25 hours) will be devoted to the archaeology of architecture, that is, methods of reading, analyzing and interpreting the built environment through stratigraphy, typology and archaeometry. Special attention will be devoted to the contexts of northern Latium between the 10th and 13th centuries. Field exercises are planned.
examMode
The exam will be carried out in a single oral test, aimed at verifying the student's preparation on the course content and on the ability to learn, understand and exhibit. The test will consist of a series of questions aimed at ascertaining the knowledge of the topics covered in the course. In addition, at least one question will be aimed at the solution of a practical problem on the type of those addressed during the laboratory hours.
books
1- F.R. Stasolla, Archeologia del medioevo, Mondadori, Milano 2023.
2- G.P. Brogiolo, A. Cagnana, Archeologia dell'architettura, All'Insegna del Giglio, Firenze, 2011.
3- G.P. Brogiolo, Le origini della città medievale, SAP, Mantova 2011.
4- A. Augenti, Città e porti dall'antichità al medioevo, Carocci, Roma 2010.
classRoomMode
Attendance is mandatory. Students unable to attend the course are required to arrange a replacement programme with the lecturer.
bibliography
Further bibliography will be provided by the lecturer during the lessons.
The first part of the course (about 25 hours) is devoted to the evolution of Italian cities between late antiquity and the early Middle Ages (5th-9th centuries), read through the archaeological investigations conducted in urban centers over the last half-century.
A second part (about 25 hours) will be devoted to the archaeology of architecture, that is, methods of reading, analyzing and interpreting the built environment through stratigraphy, typology and archaeometry. Special attention will be devoted to the contexts of northern Latium between the 10th and 13th centuries. Field exercises are planned.
examMode
The exam will be carried out in a single oral test, aimed at verifying the student's preparation on the course content and on the ability to learn, understand and exhibit. The test will consist of a series of questions aimed at ascertaining the knowledge of the topics covered in the course. In addition, at least one question will be aimed at the solution of a practical problem on the type of those addressed during the laboratory hours.
books
1- F.R. Stasolla, Archeologia del medioevo, Mondadori, Milano 2023.
2- G.P. Brogiolo, A. Cagnana, Archeologia dell'architettura, All'Insegna del Giglio, Firenze, 2011.
3- G.P. Brogiolo, Le origini della città medievale, SAP, Mantova 2011.
4- A. Augenti, Città e porti dall'antichità al medioevo, Carocci, Roma 2010.
classRoomMode
Attendance is mandatory. Students unable to attend the course are required to arrange a replacement programme with the lecturer.
bibliography
Further bibliography will be provided by the lecturer during the lessons.
119251 - THE ARCHAEOLOGY OF POMPEII AND HERCULANEUM
SALVATORE DE VINCENZO
Second Year / First Semester
8
L-ANT/07
Learning objectives
The student will have knowledge and understanding of the development of the archaeological sites in the Vesuvian area, especially Pompeii and Herculaneum. This objective will be achieved through the use of updated textbooks, "interactive" lessons in which the student is directly involved and through the discussion of some of the topics related to the most recent acquisitions in this field.
Expected learning outcomes (1)
1 - The student will have knowledge and understanding of the development of the archaeological sites in the Vesuvian area, especially Pompeii and Herculaneum. This objective will be achieved through the use of scientific texts and the reading of classics in the sector, also through the illustration of case studies and the presentation of the most recent discoveries in this field.
2 –The student will have the ability to apply their knowledge and understanding in order to demonstrate a professional approach on long-lasting phenomena, and will have adequate skills both to interpret events and to understand the developments of the Vesuvian cities. The student will be able to acquire knowledge and comprehension skills applied through direct experience on archaeological material and critical analysis of archaeological sources.
Expected learning outcomes (2)
3 - This kind of study will allow students to acquire the ability to collect and interpret data from archaeological sources through a specific methodology that will allow the student to acquire independent judgment with respect to historical-social, political and economic events.
4 - He will be able to communicate with properties and with appropriate terminology, but also in popular form, both orally and in written text, on themes of the archaeology of the Vesuvian cities, moreover through the methodological tools acquired he will be perfectly able to undertake subsequent studies in a conscious way.
5 - In addition to the traditional teaching, the student's continuous solicitation to intervene in the discussions during the lectures and in the illustration of the case studies, represents the most suitable way to achieve comprehension skills.
During the course will be analysed the urban development of the cities in the Vesuvian area, especially Pompeii and Herculaneum, from their foundation until their destruction following the eruption of Vesuvius in 79 AD. After an introduction on the history of the excavations in the Vesuvian area, all the most significant archaeological aspects of these centres will be presented and discussed: the urban development, the individual public monuments both of a political and sacred nature, the city walls and private buildings. Particular attention will also be paid to the finds from the excavations of these centres and to the analysis of themes such as the development of painting and mosaic systems, architectural decoration and statuary in the Vesuvian area.
The slides of the individual lessons in pdf format will be sent periodically by the teacher to the attending students only.
Students who cannot attend classes are invited to contact the teacher for an interview on the exam schedule and to receive information on the exam texts.
examMode
- The exam consists of an oral test.
- The level of knowledge acquired on the topics covered in the course, the candidate's ability to critically apply this knowledge to problems and case studies addressed, as well as the effective clarity in the presentation will be assessed. The evaluation will be expressed in thirtieths, with possible honors. The minimum mark for passing the exam is eighteen out of thirty.
books
Indication on the exam texts will be provided by the teacher on the first day of lesson.
- Fausto Zevi (a cura di), Pompei (Napoli 1991);
- Massimo Osanna, Pompei ieri e oggi (Treccani 2024).
mode
Execution: The course consists of frontal lessons of 2 hours each, an external visit (4 hours), readings and presentation of commented videos in the classroom (4 hours). Total 48 hours.
classRoomMode
Attendance: Attendance is not mandatory, however the attending student must be present at 75% of the lessons (18 lessons out of 24). The student who cannot attend will receive adequate teaching material.
bibliography
- Fabrizio Pesando - Maria Paola Guidobaldi, Pompei, Oplontis, Ercolano, Stabiae. Guide Archeologiche Laterza (Roma 2006), pp. 1-90; 163-209; 246-311; 371-401; 436-449.
- Marco Fabbri, Note sulla Forma Urbis di Pompei, in: Scienze dell’Antichità 22, 2016, 11-27;
- Fabrizio Pesando, Colonia Cornelia Veneria Pompeianorum, ovvero l’esperimento dell’oligarchia, in: Mélanges de l’École française de Rome – Antiquité 127, 2, 2015 (online) pp. 1-15.
An integral part of the course are the materials provided by the teacher to the attending students in PDF format of the individual lessons. This material can only be used for educational purposes.
During the course will be analysed the urban development of the cities in the Vesuvian area, especially Pompeii and Herculaneum, from their foundation until their destruction following the eruption of Vesuvius in 79 AD. After an introduction on the history of the excavations in the Vesuvian area, all the most significant archaeological aspects of these centres will be presented and discussed: the urban development, the individual public monuments both of a political and sacred nature, the city walls and private buildings. Particular attention will also be paid to the finds from the excavations of these centres and to the analysis of themes such as the development of painting and mosaic systems, architectural decoration and statuary in the Vesuvian area.
The slides of the individual lessons in pdf format will be sent periodically by the teacher to the attending students only.
Students who cannot attend classes are invited to contact the teacher for an interview on the exam schedule and to receive information on the exam texts.
examMode
- The exam consists of an oral test.
- The level of knowledge acquired on the topics covered in the course, the candidate's ability to critically apply this knowledge to problems and case studies addressed, as well as the effective clarity in the presentation will be assessed. The evaluation will be expressed in thirtieths, with possible honors. The minimum mark for passing the exam is eighteen out of thirty.
books
Indication on the exam texts will be provided by the teacher on the first day of lesson.
- Fausto Zevi (a cura di), Pompei (Napoli 1991);
- Massimo Osanna, Pompei ieri e oggi (Treccani 2024).
mode
Execution: The course consists of frontal lessons of 2 hours each, an external visit (4 hours), readings and presentation of commented videos in the classroom (4 hours). Total 48 hours.
classRoomMode
Attendance: Attendance is not mandatory, however the attending student must be present at 75% of the lessons (18 lessons out of 24). The student who cannot attend will receive adequate teaching material.
bibliography
- Fabrizio Pesando - Maria Paola Guidobaldi, Pompei, Oplontis, Ercolano, Stabiae. Guide Archeologiche Laterza (Roma 2006), pp. 1-90; 163-209; 246-311; 371-401; 436-449.
- Marco Fabbri, Note sulla Forma Urbis di Pompei, in: Scienze dell’Antichità 22, 2016, 11-27;
- Fabrizio Pesando, Colonia Cornelia Veneria Pompeianorum, ovvero l’esperimento dell’oligarchia, in: Mélanges de l’École française de Rome – Antiquité 127, 2, 2015 (online) pp. 1-15.
An integral part of the course are the materials provided by the teacher to the attending students in PDF format of the individual lessons. This material can only be used for educational purposes.
18044 - HISTORY OF CONTEMPORARY ARCHITECTURE AND INDUSTRIAL ARCHAEOLOGY
ANDREA LUIGI BENTIVEGNA
Second Year / First Semester
8
ICAR/18
Learning objectives
The course aims to contribute to the development of the student's capacity for historical-critical reading of the contemporary architecture and industrial archaeology fields. The first part of the lessons will be focused on contemporary architecture. It will examine the theories, projects and the most significant protagonists of the architectural culture of the 19th and 20th centuries and of the first part of the 21st century. The second part will be dedicated to industrial archaeology, providing the tools for reading the different types of industrial sites, also identifying the problems regarding the conservation aspect.
18419 - HISTORY OF ARCHITECTURE IN THE MIDDLE AGES AND THE MODERN ERA
GIORGIA AURELI
Second Year / Second Semester
8
ICAR/18
Learning objectives
The course will provide students with a basic framework for the study of Western architecture, from the High Middle Ages to the late Barocco. Through a combination of lectures and guided fieldtrips the pupils will be introduced to the study of the periods under examination, of construction history, and of the most representative buildings, as well as architectonic trends and relative solutions in construction. Moreover, the course will propose a monographic seminar, the Architecture of Donato Bramante, with the intention of furnishing pupils with an example of in-depth historical analysis. The course will also offer basic methodological notions for historical and critical analysis of architectonic witnesses from the period, so as to provide the essential tools necessary for an active and concrete knowledge of historical architecture, an essential pre-requisite for conservation.
Knowledge and understanding:
the candidate should know and illustrate the main architectural events, the relative contexts and constructions, with the relative typological, stylistic, constructive solutions, with particular attention to the relationship between architecture and decoration.
Applying knowledge and understanding:
the candidate should be able to understand, analyze and illustrate also unknown buildings, referable to the architectural contexts treated, with a critical spirit.
To this end, during the course, the candidate is due to elaborate a historiographic analysis on an architecture chosen by the candidate, with could be discussed in the examination.
Making judgements:
the candidate should independently understand and identify the main architectural features and elements, even in the case of buildings not directly included in the program, however attributable to periods and contexts considered by the same. The candidate should also highlight the existing relationships between the building considered and contemporary, previous and subsequent architectures.
Communication skills:
Through guided visits and active lessons, the course aims to stimulate learning and communication skills, with particular attention to the use of the appropriate technical vocabulary, implemented through thematic lessons (architectural orders, construction materials and techniques, typological solutions).
The candidate should also illustrate the historical architectural events and their buildings, referring to the architectural solutions, typological systems and stylistic characters, with particular attention to the technical vocabulary.
Learning skills:
The candidates should be able to study independently, also in deep, the architectural events of the medieval and modern age not included within the program. Students should achieve the bases to undertake a first cataloging and research activities relating to historic buildings.
In light of the foundational knowledge in Greek and Roman Archaeology and Art History acquired
during the Bachelor’s degree program, the course aims to provide an in-depth study of the theme
of cult and ritual practices in the Greek and Roman world through the analysis of archaeological
evidence. This includes places of worship, ritual objects, votive deposits, faunal remains
(connected to sacrificial practices), botanical remains, as well as—complementing
these—dedicatory inscriptions, iconography, and, where available, literary texts.
Although the course will focus primarily on the Greek world, a portion will be devoted to the Roman
world, which will be used as a point of comparison (civic/associative/domestic) in order to refine
interpretative tools (categories, indicators, etc.).
1) Knowledge and Understanding
By the end of the course, students will be able to:
know the basic terminology and categories of the archaeology of cult;
understand the main interpretative models used to define the relationship between sacred
space, ritual, and society in Greek poleis and Roman communities;
understand the structural differences between Greece and Rome (civic scale, institutions,
domestic sphere, epigraphic standardization) and their impact on material evidence;
recognize the potential and limits of material sources in comparison with iconography,
inscriptions, and literary texts.
2) Applying Knowledge
Students will be able to:
read and describe a cultic context based on plans, excavation photographs, artifact records
and images, stratigraphic data, and occupational phases;
distinguish (with argumentation) a cultic context from a profane one (e.g., a votive deposit
from a refuse dump, a ritual banquet from ordinary consumption), identifying archaeological
indicators (traces of sacrificial burning, libation, intentional deposition, ritual feasting);
produce a brief case study analysis (record sheet, short essay, or presentation) describing
topography, phases, functional areas, materials/possible rituals, and alternative
interpretations, with essential bibliography;
establish targeted comparisons (Greece ↔ Rome) to clarify similarities and differences,
applying a comparative framework (same problem → evidence → alternatives → limits) to
Greek and Roman cases.
3) Independent Judgment
Students will be able to:
critically evaluate alternative interpretations of the same context (e.g., “chthonic/heroic” vs.
“Olympian/civic”; “public ritual” vs. “domestic practice”);
critically assess the equifinality of data (same traces = different causes) and argue the
degree of probability of different hypotheses;
use literary and epigraphic sources critically and consciously, without mechanically
subordinating or “forcing” archaeological data to fit textual evidence (and vice versa).
4) Communication Skills
Students will be able to:
present a case study using appropriate technical vocabulary, both orally and in writing;
construct a clear argument (thesis → evidence → comparison → conclusion), correctly
using images, plans, and bibliographic references;
participate in guided discussions and present short reports (individual or group) on contexts
and materials.
5) Learning Skills
Students will be able to:
navigate core bibliography and main research tools (manuals, articles, epigraphic corpora,
corpora on cult and rituals of the ancient world such as ThesCRA);
develop personal analytical tools (knowledge framework: context–materials–interpretation;
list of ritual indicators; comparative conceptual maps Greek/Roman);
transfer acquired skills to new contexts (a cultic context not covered in class) by
independently formulating an initial interpretative hypothesis and a verification strategy.
Archeology of cult and ritual practice.
Starting from an introduction on the main aspects of Greek religion (polytheism, anthropomorphism, continuity/discontinuity with the Mycenaean world, cult of heroes, etc.), the course will address some of the main aspects of the archeology of cult:
- the ritual, as a concrete and founding manifestation of religious activity, whose various expressions, connected to the most diverse occasions, can be reconstructed through the study of literary and material testimonies and therefore of textual (literary and historical) and contextual (archaeological) data;
- the construction typologies of cult and their functions: altar, temple, thesauròs, hestiatòrion, stoà, etc .;
- the votive offering as a ritual practice to establish a relationship with divinity and an instrument for defining one's social status, and the votive deposit as a coherent set of materials, of different typology and nature, resulting of an intentional action;
- the sacrifice, as one of the most important expressions of Greek ritual practice that often leaves important direct and indirect archaeological evidence;
- the image of divinity, as a material manifestation of the divine between the notions of anàthema and àgalma;
- the artisanal manufacturing for sacred consumption: the votive terracottas;
- the funeral ritual: relevance in the cult practice, social significance, and archaeological evidence.
examMode
Expected knowledge and skills will be verified through an oral interview with questions that may involve the comment of images. The preparation will be considered adequate if the student demonstrates good language skills with the use of the correct archaeological terminology, good knowledge of the main topics covered during the course, familiarity with the most important artworks and artifacts, styles, and iconography, as well as the ability to place the works in the historical-artistic and historical-cultural context of reference.
books
• G. ROCCO, E. LIPPOLIS, Archeologia greca. Cultura, società, politica e produzione, Bruno Mondadori, Milano 2011, capitolo 4. L’identità religiosa, pp. 81-116 (with reference bibliography, pp. 524-526).
• P. SCHIRRIPA, Religione e società nella Grecia antica. Una guida, Roma (Carocci editore) 2007.
For the exam, the above-mentioned texts will be integrated with the notes taken during the lessons, iconographic documents, and other bibliographical references provided by the teacher.
classRoomMode
Attendance at classes is mandatory. Non-attending students must report to the teacher (by mail) their inability to attend and agree with the teacher on a specific program.
Archeology of cult and ritual practice.
Starting from an introduction on the main aspects of Greek religion (polytheism, anthropomorphism, continuity/discontinuity with the Mycenaean world, cult of heroes, etc.), the course will address some of the main aspects of the archeology of cult:
- the ritual, as a concrete and founding manifestation of religious activity, whose various expressions, connected to the most diverse occasions, can be reconstructed through the study of literary and material testimonies and therefore of textual (literary and historical) and contextual (archaeological) data;
- the construction typologies of cult and their functions: altar, temple, thesauròs, hestiatòrion, stoà, etc .;
- the votive offering as a ritual practice to establish a relationship with divinity and an instrument for defining one's social status, and the votive deposit as a coherent set of materials, of different typology and nature, resulting of an intentional action;
- the sacrifice, as one of the most important expressions of Greek ritual practice that often leaves important direct and indirect archaeological evidence;
- the image of divinity, as a material manifestation of the divine between the notions of anàthema and àgalma;
- the artisanal manufacturing for sacred consumption: the votive terracottas;
- the funeral ritual: relevance in the cult practice, social significance, and archaeological evidence.
examMode
Expected knowledge and skills will be verified through an oral interview with questions that may involve the comment of images. The preparation will be considered adequate if the student demonstrates good language skills with the use of the correct archaeological terminology, good knowledge of the main topics covered during the course, familiarity with the most important artworks and artifacts, styles, and iconography, as well as the ability to place the works in the historical-artistic and historical-cultural context of reference.
books
• G. ROCCO, E. LIPPOLIS, Archeologia greca. Cultura, società, politica e produzione, Bruno Mondadori, Milano 2011, capitolo 4. L’identità religiosa, pp. 81-116 (with reference bibliography, pp. 524-526).
• P. SCHIRRIPA, Religione e società nella Grecia antica. Una guida, Roma (Carocci editore) 2007.
For the exam, the above-mentioned texts will be integrated with the notes taken during the lessons, iconographic documents, and other bibliographical references provided by the teacher.
classRoomMode
Attendance at classes is mandatory. Non-attending students must report to the teacher (by mail) their inability to attend and agree with the teacher on a specific program.
ATTIVITà FORMATIVE AFFINI O INTEGRATIVE
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16
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18045 - DIAGNOSTIC OF CULTURAL HERITAGE
CLAUDIA PELOSI
Second Year / First Semester
8
CHIM/01
Learning objectives
1) Knowledge and understanding of the main diagnostic techniques for materials of interest in cultural heritage;
2) Apply knowledge of the main diagnostic techniques to real-world cases involving archaeological and art-historical heritage;
3) Independent judgment in choosing the most effective diagnostic method for characterizing materials of interest in archaeological and art-historical heritage;
4) Communication skills in presenting the general principles and applications of diagnostic methods for the analysis of cultural heritage;
5) Ability to understand the functioning of diagnostic systems useful for the study of historical and art-historical heritage, and especially their specific application in real-world case studies.
This subject treats about the diagnostic analysis, especially the non-invasive ones, used in the study of cultural heritage objects in order to obtain information about the constituent materials and the state of preservation to be used for conservative purposes. The diagnostic methods are theoretically unlimited and can be derived also by other fields of science. Between the most used diagnostics techniques the following are treated: multispectral analysis with digital devices; elemental and molecular analysis by non-invasive portable instruments (X-ray fluorescence, Raman and infrared spectroscopy, reflectance spectrophotometry and other spectroscopic techniques). Innovative diagnostic techniques.
examMode
The exam takes place in the forms established by art. 23 of the University Teaching Regulations. In the evaluation of the test and in the attribution of the final grade, the following items will be taken into account: the level of knowledge of the contents demonstrated, the ability to apply the theoretical concepts to case studies in the field of diagnostics of cultural heritage, analytical capacity, synthesis and of interdisciplinary links typical of this discipline, of the capacity of critical sense and formulation of judgments.
The exam consists of an oral test that will last about 30 minutes.
At the end of the course, a file containing 144 standard questions will be made available on the teaching platform, which can be formulated during the exam.
During the oral exam students will be asked questions on the topics covered during the course and, specifically, on the diagnostic techniques examined and their applications to the specific case studies treated in the lessons. The student must demonstrate that he/she has understood the theoretical principles of the diagnostic techniques studied and the practical applications in the field of cultural heritage.
books
- Aldo Napoli, Claudia Pelosi, Vittorio Vinciguerra, Principles of Spectroscopic Analysis with Applications to Cultural Heritage, Aracne Editrice, Rome, 2010, chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13.
All teaching material is made available to students on a shared drive folder and on Moodle platform.
mode
The teaching methodology will be developed with lecture hall lessons and specific workshops on diagnostic techniques. In particular, the diagnostic techniques will be treated from the theoretical and practical points of view with applications in the field of cultural heritage for the characterisation of the materials, techniques and degradation products.
Practical training will be performed with instruments of Laboratory of Diagnostics and Materials Science and Instrument Center of University of Tuscia on artworks under restoration in the Laboratories of Restoration of LMR/02 course.
Practical training: 10 hours.
Lecture hall lessons: 54 hours
classRoomMode
Attendance of the lessons is optional. However, it is advisable to follow the practical training
bibliography
- Aldo Napoli, Claudia Pelosi, Vittorio Vinciguerra, Principles of Spectroscopic Analysis with Applications to Cultural Heritage, Aracne Editrice, Rome, 2010, chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13.
- Salvatore Siano, Archaeometry and Restoration. Technological Innovation. Nardini Editore, Florence, 2012.
- C. Seccaroni, P. Moioli, Handbook for Portable XRF Analysis Applied to Polychrome Surfaces, Nardini Editore, Florence, 2002.
- I. Adrover Gracia, Applications of IR Spectrophotometry to the Study of Cultural Heritage, Il Prato, Padua, 2001.
- M.R. Derrick, D. Stulik, J.M. Landry, Infrared Spectroscopy in Conservation Science, The Getty Conservation Institute, Los Angeles, 1999
- G. Poldi, G.C.F. Villa, From Conservation to Art History: Reflectography and Non-Invasive Analysis for the Study of Paintings, Edizioni della Normale, Pisa, 2007
This subject treats about the diagnostic analysis, especially the non-invasive ones, used in the study of cultural heritage objects in order to obtain information about the constituent materials and the state of preservation to be used for conservative purposes. The diagnostic methods are theoretically unlimited and can be derived also by other fields of science. Between the most used diagnostics techniques the following are treated: multispectral analysis with digital devices; elemental and molecular analysis by non-invasive portable instruments (X-ray fluorescence, Raman and infrared spectroscopy, reflectance spectrophotometry and other spectroscopic techniques). Innovative diagnostic techniques.
examMode
The exam takes place in the forms established by art. 23 of the University Teaching Regulations. In the evaluation of the test and in the attribution of the final grade, the following items will be taken into account: the level of knowledge of the contents demonstrated, the ability to apply the theoretical concepts to case studies in the field of diagnostics of cultural heritage, analytical capacity, synthesis and of interdisciplinary links typical of this discipline, of the capacity of critical sense and formulation of judgments.
The exam consists of an oral test that will last about 30 minutes.
At the end of the course, a file containing 144 standard questions will be made available on the teaching platform, which can be formulated during the exam.
During the oral exam students will be asked questions on the topics covered during the course and, specifically, on the diagnostic techniques examined and their applications to the specific case studies treated in the lessons. The student must demonstrate that he/she has understood the theoretical principles of the diagnostic techniques studied and the practical applications in the field of cultural heritage.
books
- Aldo Napoli, Claudia Pelosi, Vittorio Vinciguerra, Principles of Spectroscopic Analysis with Applications to Cultural Heritage, Aracne Editrice, Rome, 2010, chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13.
All teaching material is made available to students on a shared drive folder and on Moodle platform.
mode
The teaching methodology will be developed with lecture hall lessons and specific workshops on diagnostic techniques. In particular, the diagnostic techniques will be treated from the theoretical and practical points of view with applications in the field of cultural heritage for the characterisation of the materials, techniques and degradation products.
Practical training will be performed with instruments of Laboratory of Diagnostics and Materials Science and Instrument Center of University of Tuscia on artworks under restoration in the Laboratories of Restoration of LMR/02 course.
Practical training: 10 hours.
Lecture hall lessons: 54 hours
classRoomMode
Attendance of the lessons is optional. However, it is advisable to follow the practical training
bibliography
- Aldo Napoli, Claudia Pelosi, Vittorio Vinciguerra, Principles of Spectroscopic Analysis with Applications to Cultural Heritage, Aracne Editrice, Rome, 2010, chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13.
- Salvatore Siano, Archaeometry and Restoration. Technological Innovation. Nardini Editore, Florence, 2012.
- C. Seccaroni, P. Moioli, Handbook for Portable XRF Analysis Applied to Polychrome Surfaces, Nardini Editore, Florence, 2002.
- I. Adrover Gracia, Applications of IR Spectrophotometry to the Study of Cultural Heritage, Il Prato, Padua, 2001.
- M.R. Derrick, D. Stulik, J.M. Landry, Infrared Spectroscopy in Conservation Science, The Getty Conservation Institute, Los Angeles, 1999
- G. Poldi, G.C.F. Villa, From Conservation to Art History: Reflectography and Non-Invasive Analysis for the Study of Paintings, Edizioni della Normale, Pisa, 2007
119905 - MUSEOLOGY
STEFANO MARSON
Second Year / First Semester
8
L-ART/04
Learning objectives
The course intends to trace the history of the birth of the discipline in Italy in the 1950s, as well as outline the current tasks and functions of the profession.
At the end of the course the student will have to:
- acquire advanced methodological tools and critical contents for
explore the changes and transformations of the museum
- acquire historical and critical skills on exhibition languages
- acquire a specialized vocabulary
- develop subjectivities of research, exposition and discussion
1. Knowledge and understanding: study of the relationship between philosophy and painting in the 16th and the 17th Centuries.
2. Applying knowledge and understanding: reports to the classroom, on issues proposed by the professor.
3. Making judgements: interpretation skills and participation to classroom debates.
4. Communications skills: testing of skill in communicating personal interpretation and debating issues.
5. Learning skills: stimulating the skill in framing philosophical issues in the given historical context.
The relationship between philosophy and painting at the beginning of the modern age, Giordano Bruno and Caravaggio. Philosophy and painting at the beginning of the modern age. The Giordano Bruno and Caravaggio case. Biography and philosophy of Giordano Bruno. Study of "The Expulsion of the Triumphant Beast" by Giordano Bruno: Reformation, Counter-Reformation, religious wars, moral and intellectual reform. Biography of Caravaggio. Study of some of his paintings in relation to the themes of subjectivity and its relationship with nature, and of religious and social life. Comparison between Bruno and Caravaggio and examination of some episodes of the shared reception of the two characters in historiography and in movie and television.
There are no modules or complementary activities.
examMode
The skills will be verified through a final oral exam. Students will be expected to face two kinds of task: 1. general questions, to test the ability to identify and articulate the main topics, using the specific language of the historical-philosophical studies; 2. reading and critical comment of texts, in order to evaluate the competence in the understanding and interpretation of philosophical texts and paintings presented during the programme.
books
1.Giordano Bruno, Lo Spaccio della bestia trionfante, a cura di M. Ciliberto, Milano, Rizzoli 1985 e ristampe.
2. Michele Ciliberto, Introduzione a Bruno, Bari-Roma, Laterza 1997 e ristampe
3. Saverio Ricci, Caravaggio e i filosofi, nuove considerazioni, in Caravaggio a Napoli. Nuovi dati nuove idee, atti del convegno di Capodimonte, a cura di M.C. Terzaghi, Ediart 2021, pp. 13-23.
4. Saverio Ricci, Cultura e filosofia nella Napoli di Caravaggio, in Caravaggio Napoli, catalogo della mostra a cura di M.C. Terzaghi, Milano, Electa, 2019, pp. 21-29.
5. Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
6. Andrea Suggi, La filosofia del Rinascimento, Roma, Carocci, 2023.
mode
lectures, 48 hours
classRoomMode
Attendance is not mandatory. Students are, however, encouraged to follow the course and contribute to the classroom activities planned for them.
bibliography
Cfr. the bibliography in: Francesca Dell'Omodarme, ad vocem "Caravaggio", in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
The relationship between philosophy and painting at the beginning of the modern age, Giordano Bruno and Caravaggio. Philosophy and painting at the beginning of the modern age. The Giordano Bruno and Caravaggio case. Biography and philosophy of Giordano Bruno. Study of "The Expulsion of the Triumphant Beast" by Giordano Bruno: Reformation, Counter-Reformation, religious wars, moral and intellectual reform. Biography of Caravaggio. Study of some of his paintings in relation to the themes of subjectivity and its relationship with nature, and of religious and social life. Comparison between Bruno and Caravaggio and examination of some episodes of the shared reception of the two characters in historiography and in movie and television.
There are no modules or complementary activities.
examMode
The skills will be verified through a final oral exam. Students will be expected to face two kinds of task: 1. general questions, to test the ability to identify and articulate the main topics, using the specific language of the historical-philosophical studies; 2. reading and critical comment of texts, in order to evaluate the competence in the understanding and interpretation of philosophical texts and paintings presented during the programme.
books
1.Giordano Bruno, Lo Spaccio della bestia trionfante, a cura di M. Ciliberto, Milano, Rizzoli 1985 e ristampe.
2. Michele Ciliberto, Introduzione a Bruno, Bari-Roma, Laterza 1997 e ristampe
3. Saverio Ricci, Caravaggio e i filosofi, nuove considerazioni, in Caravaggio a Napoli. Nuovi dati nuove idee, atti del convegno di Capodimonte, a cura di M.C. Terzaghi, Ediart 2021, pp. 13-23.
4. Saverio Ricci, Cultura e filosofia nella Napoli di Caravaggio, in Caravaggio Napoli, catalogo della mostra a cura di M.C. Terzaghi, Milano, Electa, 2019, pp. 21-29.
5. Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
6. Andrea Suggi, La filosofia del Rinascimento, Roma, Carocci, 2023.
mode
lectures, 48 hours
classRoomMode
Attendance is not mandatory. Students are, however, encouraged to follow the course and contribute to the classroom activities planned for them.
bibliography
Cfr. the bibliography in: Francesca Dell'Omodarme, ad vocem "Caravaggio", in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
ATTIVITà FORMATIVE AFFINI O INTEGRATIVE LM89
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24
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119550 - HISTORY OF EARLY MODERN ART: METHODS OF THE RESEARCH
FAUSTO NICOLAI
First Year / First Semester
8
L-ART/02
Learning objectives
1) The course aims to provide the necessary tools for knowledge and a thorough understanding of the content offered, analyzing and exploring the methodologies of art-historical investigation applied to the chronological context of the modern age.
2) In providing the appropriate knowledge, the course also aims to apply this knowledge to develop students' acquired research skills.
3) The teaching tools and methodological insights covered are designed to develop personal critical judgment, the coherence of which is also assessed through the preparation of a written paper during the exam.
4) The course aims to develop and refine student communication skills through ongoing dialogue with the instructor during class.
5) Among the course's educational objectives is the ability to learn, both in terms of the specific content taught and in terms of the students' communication methods.
The course will examine Farnese residences and sites in Tuscia, with a focus on related pictorial decorations. Among others, the following will be considered: the palace of Tiberio Crispo in Bolsena, the Rocca of Capodimonte, the Farnese palace in Gradoli, as well as the urban interventions in localities such as Ronciglione, Viterbo and Caprarola which were promoted between the sixteenth and seventeenth centuries by the dukes and prelates of the House of Farnese.
examMode
The exam will include the development of a paper and discussion of it in person at the selected roll call.
books
BIBLIOGRAPHY
A. Bureca (a cura di), La villa di Vincenzo Giustiniani a Bassano Romano. Dalla storia al restauro, Gangemi 2003
V. Giustiniani, Discorso sopra la pittura, in Discorsi sulle arti e sui mestieri, a cura di Anna Banti, Firenze 1981, online http://www.giustiniani.info/sullapittura.pdf
mode
The course will include both face-to-face teaching with traditional classroom lectures and a series of field trips to the locations covered by the program.
classRoomMode
Attendance at the course is not mandatory
bibliography
BIBLIOGRAPHY
A. Bureca (a cura di), La villa di Vincenzo Giustiniani a Bassano Romano. Dalla storia al restauro, Gangemi 2003
V. Giustiniani, Discorso sopra la pittura, in Discorsi sulle arti e sui mestieri, a cura di Anna Banti, Firenze 1981, online http://www.giustiniani.info/sullapittura.pdf
121214 - MODERN HISTORY
MATTEO SANFILIPPO
First Year / First Semester
8
M-STO/02
Learning objectives
The educational objective of the general course is the history of the European and American West during the long modern age (1350-1915) and this will be carried out through face-to-face lessons (provided that the pandemic situation makes it possible). Furthermore, an interdisciplinary seminar (historical, geographical and literary subjects) will be held during the course to facilitate the understanding of the phenomena dealt with.
At the end of the course, students , according to the learning objectives established in Dublin (knowledge and understanding; applying knowledge and understanding; making judgements; communication skills; learning skills) must be able to: 1) briefly present the topics covered; 2) autonomously interpret the main events over the centuries and in the geographic areas addressed; 3) understand the interdisciplinary links necessary to follow the evolution of the period and of the geographic areas covered.
General Part: 1) General history of Central-Western Europe and the Americas from th 16th to the beginning of the 20th Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the texts in the syllabus; 4) Seminar on the history of Rome.
examMode
The preparation of the student will be verified by oral test. Within this framework it will be evaluated on the basis of the following grid (in thirtieths): KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30 (12 = excellent; 1 = very bad) FOCUS (as the learner focuses on discussed problems) - 1-6 / 30 (6 = excellent; 1 = very bad) PROCESSING (how the learner elaborates the structure of the answer and constructs a historical narrative) 1-6 / 30 (6 = excellent; 1 = very bad) EXPLANATION ( the ability of the learner to explain the fact or the historical phenomenon in question) - 1-6 / 30 (6 = excellent; 1 = very bad) The result of the test will be given by the sum of the scores obtained
Question's example: Migrations in the Modern Era
books
Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the books above, plus: Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, disponibile gratuitamente all’indirizzo https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025
classRoomMode
Not mandatory
bibliography
Letture: Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023
General Part: 1) General history of Central-Western Europe and the Americas from th 16th to the beginning of the 20th Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the texts in the syllabus; 4) Seminar on the history of Rome.
examMode
The preparation of the student will be verified by oral test. Within this framework it will be evaluated on the basis of the following grid (in thirtieths): KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30 (12 = excellent; 1 = very bad) FOCUS (as the learner focuses on discussed problems) - 1-6 / 30 (6 = excellent; 1 = very bad) PROCESSING (how the learner elaborates the structure of the answer and constructs a historical narrative) 1-6 / 30 (6 = excellent; 1 = very bad) EXPLANATION ( the ability of the learner to explain the fact or the historical phenomenon in question) - 1-6 / 30 (6 = excellent; 1 = very bad) The result of the test will be given by the sum of the scores obtained
Question's example: Migrations in the Modern Era
books
Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the books above, plus: Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, disponibile gratuitamente all’indirizzo https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025
classRoomMode
Not mandatory
bibliography
Letture: Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023
119547 - SEMIOTICS OF ART.
DIEGO FEMIA
First Year / Second Semester
8
M-FIL/05
Learning objectives
The course introduces students to the study of narrative communication within a pragmatic and semiotic framework, taking narrative languages (verbal and visual) as a privileged field for observing how speech acts and argumentative strategies work. It addresses questions such as: what does it mean to tell a story? why did human beings start telling stories? how do narrative texts construct subjects, power relations, and practices of persuasion, manipulation, discrimination and counter-discourse?
1) Knowledge and understanding. The course aims to develop basic knowledge in linguistic pragmatics, argumentation theory, and narrative and visual semiotics.
Students will acquire:
- an overview of some of the main concepts in pragmatics (enunciation, speech acts, implicit communication) as applied to narrative texts;
- the distinction between verbal and visual narrative modes and their semiotic and enunciative properties;
- notions of figurative and plastic semiotics for analysing visual communication as a narrative device;
- tools for describing certain pathologies of public discourse from the perspective of narrative languages.
At the end of the course, students will understand that studying languages, literatures, and the figurative and plastic arts means, first and foremost, engaging with narrative languages and with their pragmatic, argumentative and social implications.
2) Applying knowledge and understanding. Students will be expected to view texts and communicative practices as situated acts, in which narration is a way of acting upon the world and upon others, and to:
- recognise pragmatic, semiotic and enunciative indicators that signal narrative texts across different media;
- use semiotic tools to distinguish between legitimate persuasive use and manipulation;
- analyse the narrative dimension of power and discrimination dynamics (ethnic, gender-based, social);
- use the categories of figurative and plastic semiotics to interpret visual narratives (images, posters, infographics, materials for social and political communication);
- identify and discuss forms of counter-discourse and counter-narrative, assessing their capacity to respond critically to dominant narratives.
3) Expected learning outcomes
- Applied knowledge and understanding: recognise forms and modes of narrative languages (verbal and visual) in public discourse; know the basic structures of narrative communication and their indicators; understand the persuasive drive of storytelling and its role in shaping the perception of reality.
- Making judgements and learning skills: distinguish critically between persuasion, manipulation and discriminatory narratives; recognise the role of stories in processes of construction and contestation of symbolic power; assess the function of counter-discourses as strategies of resistance and repositioning.
- Communication skills: argue the knowledge acquired using appropriate technical terminology; connect theoretical concepts to textual and visual cases (politics, media, social media); present oral and written analyses of narrative texts, showing awareness of the implications of different uses of narration.
- Cooperative learning skills: work cooperatively in activities integrated with lectures (case analyses, exercises, presentations, seminar discussions) and participate actively in collective discussions, testing interpretative hypotheses and argumentative skills.
Telling stories is the most typical way of doing things with words and images: sometimes to make sense of the world, sometimes to share one’s own view of it, sometimes to manipulate it.
The course explores the mechanisms of narrative (verbal and visual) by focusing on:
1. Language as action: from pragmatics to the social philosophy of language.
2. Saying, implicating, presupposing.
3. Classifying with language: social categories and power.
4. Propaganda, public discourse and narrative.
5. Homo narrans: why do we tell stories?
6. Structures of narrativity.
7. Narrative and argumentation.
8. Visual narrative (figurative dimension).
9. Visual narrative (plastic dimension).
10. Discrimination through narrative.
11. Counter-speech.
examMode
The final assessment takes place in accordance with Article 26 of the University's Didactic Regulations. In assessing the test and awarding the final grade, the following will be taken into account: the level of content knowledge demonstrated, the ability to apply concepts and theories, the ability to analyse, synthesise and argue, the ability to make a critical sense, the use of an appropriate philosophical-linguistic vocabulary.
Learning will be assessed through a written exam and an oral examination.
The written exam, focused on the fundamental concepts of the course, will consist of a test with 3 open-ended questions (each worth a maximum of ten points). Students may choose which 3 questions to answer from a selection proposed by the examination committee.
The oral exam will take place on the same day as the written test and will include the review and discussion of the written exam.
ONLY FOR ATTENDING STUDENTS:
During the course, one or two exercises will be carried out on the topics covered in class. Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).
Assessment criteria:
- The following will result in excellent marks (e.g. 27-30): a clear exposition of the course content with appropriate language; the full ability to connect the different positions of the authors and the applicative value of the theories; the possession of good critical and argumentation skills.
- The following will result in fair marks (e.g. 22-26): a clear, albeit mnemonic, exposition of the examination texts; a fair ability to connect the contents and theories studied; possession of critical capacity and the use of sufficiently appropriate language.
- The following will result in sufficient marks (e.g. 18-21): a complete but superficial knowledge of the examination programme; a poor ability to connect and apply the course content; only a recognition or poor competence in the appropriate philosophical-linguistic vocabulary.
books
1) Claudia Bianchi, Laura Caponetto, Filosofia sociale del linguaggio, Roma-Bari: Laterza, 2025. Print ISBN: 9788859300816, e-book ISBN: 9788858158708. The entire book.
2) Maria Pia Pozzato, Capire la semiotica, Roma: Carocci, 2013. Print ISBN: 9788843069651. The entire book.
3) Francesco Ferretti, L’istinto persuasivo. Come e perché gli umani hanno iniziato a raccontare storie, Roma: Carocci, 2022. Print ISBN: 9788829012466. Only chapters 1 and 2.
4) Course materials provided by the instructor, available via Moodle (at: https://moodle.unitus.it/moodle/course/view.php?id=7343 ).
classRoomMode
Course attendance is not mandatory, although recommended.
Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).
bibliography
A specific concluding page of the slides used in support for each lecture will contain all the bibliographic references used for the lecture and useful for:
- link the topics discussed in the classroom to the texts adopted;
- allow for any voluntary further study through additional cited texts and/or theoretical-cultural background.
Telling stories is the most typical way of doing things with words and images: sometimes to make sense of the world, sometimes to share one’s own view of it, sometimes to manipulate it.
The course explores the mechanisms of narrative (verbal and visual) by focusing on:
1. Language as action: from pragmatics to the social philosophy of language.
2. Saying, implicating, presupposing.
3. Classifying with language: social categories and power.
4. Propaganda, public discourse and narrative.
5. Homo narrans: why do we tell stories?
6. Structures of narrativity.
7. Narrative and argumentation.
8. Visual narrative (figurative dimension).
9. Visual narrative (plastic dimension).
10. Discrimination through narrative.
11. Counter-speech.
examMode
The final assessment takes place in accordance with Article 26 of the University's Didactic Regulations. In assessing the test and awarding the final grade, the following will be taken into account: the level of content knowledge demonstrated, the ability to apply concepts and theories, the ability to analyse, synthesise and argue, the ability to make a critical sense, the use of an appropriate philosophical-linguistic vocabulary.
Learning will be assessed through a written exam and an oral examination.
The written exam, focused on the fundamental concepts of the course, will consist of a test with 3 open-ended questions (each worth a maximum of ten points). Students may choose which 3 questions to answer from a selection proposed by the examination committee.
The oral exam will take place on the same day as the written test and will include the review and discussion of the written exam.
ONLY FOR ATTENDING STUDENTS:
During the course, one or two exercises will be carried out on the topics covered in class. Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).
Assessment criteria:
- The following will result in excellent marks (e.g. 27-30): a clear exposition of the course content with appropriate language; the full ability to connect the different positions of the authors and the applicative value of the theories; the possession of good critical and argumentation skills.
- The following will result in fair marks (e.g. 22-26): a clear, albeit mnemonic, exposition of the examination texts; a fair ability to connect the contents and theories studied; possession of critical capacity and the use of sufficiently appropriate language.
- The following will result in sufficient marks (e.g. 18-21): a complete but superficial knowledge of the examination programme; a poor ability to connect and apply the course content; only a recognition or poor competence in the appropriate philosophical-linguistic vocabulary.
books
1) Claudia Bianchi, Laura Caponetto, Filosofia sociale del linguaggio, Roma-Bari: Laterza, 2025. Print ISBN: 9788859300816, e-book ISBN: 9788858158708. The entire book.
2) Maria Pia Pozzato, Capire la semiotica, Roma: Carocci, 2013. Print ISBN: 9788843069651. The entire book.
3) Francesco Ferretti, L’istinto persuasivo. Come e perché gli umani hanno iniziato a raccontare storie, Roma: Carocci, 2022. Print ISBN: 9788829012466. Only chapters 1 and 2.
4) Course materials provided by the instructor, available via Moodle (at: https://moodle.unitus.it/moodle/course/view.php?id=7343 ).
classRoomMode
Course attendance is not mandatory, although recommended.
Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).
bibliography
A specific concluding page of the slides used in support for each lecture will contain all the bibliographic references used for the lecture and useful for:
- link the topics discussed in the classroom to the texts adopted;
- allow for any voluntary further study through additional cited texts and/or theoretical-cultural background.
121188 - FROM BYZANTIUM TO GOTHIC. ARTS IN EXHIBITION
MARIA CROCIFISSA ANDALORO
First Year / Second Semester
8
L-ART/01
Learning objectives
In accordance with the educational objectives of study course, the course aims to provide tools for knowledge and research in the field of medieval art that allow students to acquire skills related to the understanding and enhancement of medieval works, useful for pursuing further studies or professional paths in the museum sector.
The expected outcomes are:
-Acquire the ability to read and critically interpret medieval works and the choices behind their exhibition in different contexts
-Develop communication skills in presenting the features and choices of an exhibitio related to medieval art using appropriate language
-Develop the ability to leam specific categories and concept, relating them to contemporary thought
The assessment will be based on a discussion of a topic covered in class and commentary on selected works.
classRoomMode
Attendance is not mandatory, but strongly recommended.
121215 - CONTEMPORARY HISTORY
CATIA PAPA
First Year / Second Semester
8
M-STO/04
Learning objectives
The course aims to provide students with an adequate knowledge of European colonialism between XIX and XX century, with a particular regard to the Italian colonial rule in Africa.
Learning outcomes: a) knowledge of the history of European colonial expansionism and decolonization processes, ability to understand contexts and processes; b) ability to apply acquired knowledge to the analysis of historical-political, economic-social, linguistic-cultural dynamics; c) ability to critically interpret the issues addressed, demonstrating autonomy of judgment; d) ability to communicate, using the appropriate terminology, issues and problems addressed; e) to have acquired a methodology useful to carry out study and research activities independently.
The course offers a broad historical reflection on nation, gender, and war, structured around four chronological frameworks. The first framework spans from the late eighteenth century to the First World War and focuses on the emergence and consolidation of the modern canon of the nation-state, with its emotional, identitarian, and gendered components shaped by revolutionary, independence, and imperial wars. The second framework addresses the period between the two World Wars, with particular attention to the rhetoric and practices of the Fascist regime. The third framework examines the long postwar period, characterised by the Cold War, its gender codes, and the emergence of youth countercultures, neo-feminist movements, and pacifist activism. The fourth framework concerns the period inaugurated by the fall of the Berlin Wall, marked by the tension between new cultures of citizenship and renewed languages of belonging and identity articulated in a national-populist key.
Teaching activities will be integrated with the analysis of primary sources and with critical discussions of the historiography.
examMode
Assessment will take the form of an oral examination, designed to evaluate students' critical understanding of the course content, their use of analytical categories, and their ability to develop coherent historical arguments.
books
The texts and study materials for the exam will consist of articles and excerpts selected by the instructor, in line with the topics covered in the course, and made available to students during lessons and on Moodle.
classRoomMode
Attendance is recommended but not compulsory. Non-attending students may prepare for the exam using the materials indicated and made available by the course instructor.
bibliography
B. Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, revised ed., London-New York, Verso, 2006 (first published 1983)
G.L. Mosse, Nationalism and Sexuality: Respectability and Abnormal Sexuality in Modern Europe, New York, H. Fertig, 1985
M.R. Higonnet, J. Jenson, S. Michel, M.C. Weitz (eds.), Behind the lines. Gender and the Two World Wars, New Haven-London, Yale University Press, 1987
N. Yuval-Davis, Gender & Nation, London, Sage, 2003 (first published 1997)
I. Blom, K. Hagemann, C. Hall (eds.), Gendered Nations: Nationalisms and Gender Order in the Long Nineteenth Century, Oxford-New York, Berg, 2000
A.M. Banti, L'onore della nazione. Identità sessuali e violenza nel nazionalismo europeo dal XVIII secolo alla Grande Guerra, Torino, Einaudi, 2025
K. Hagemann, S. Dudink, S.O. Rose (eds.), The Oxford Handbook of Gender, War, and the Western World since 1600, New York: Oxford University Press, 2020
The course offers a broad historical reflection on nation, gender, and war, structured around four chronological frameworks. The first framework spans from the late eighteenth century to the First World War and focuses on the emergence and consolidation of the modern canon of the nation-state, with its emotional, identitarian, and gendered components shaped by revolutionary, independence, and imperial wars. The second framework addresses the period between the two World Wars, with particular attention to the rhetoric and practices of the Fascist regime. The third framework examines the long postwar period, characterised by the Cold War, its gender codes, and the emergence of youth countercultures, neo-feminist movements, and pacifist activism. The fourth framework concerns the period inaugurated by the fall of the Berlin Wall, marked by the tension between new cultures of citizenship and renewed languages of belonging and identity articulated in a national-populist key.
Teaching activities will be integrated with the analysis of primary sources and with critical discussions of the historiography.
examMode
Assessment will take the form of an oral examination, designed to evaluate students' critical understanding of the course content, their use of analytical categories, and their ability to develop coherent historical arguments.
books
The texts and study materials for the exam will consist of articles and excerpts selected by the instructor, in line with the topics covered in the course, and made available to students during lessons and on Moodle.
classRoomMode
Attendance is recommended but not compulsory. Non-attending students may prepare for the exam using the materials indicated and made available by the course instructor.
bibliography
B. Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, revised ed., London-New York, Verso, 2006 (first published 1983)
G.L. Mosse, Nationalism and Sexuality: Respectability and Abnormal Sexuality in Modern Europe, New York, H. Fertig, 1985
M.R. Higonnet, J. Jenson, S. Michel, M.C. Weitz (eds.), Behind the lines. Gender and the Two World Wars, New Haven-London, Yale University Press, 1987
N. Yuval-Davis, Gender & Nation, London, Sage, 2003 (first published 1997)
I. Blom, K. Hagemann, C. Hall (eds.), Gendered Nations: Nationalisms and Gender Order in the Long Nineteenth Century, Oxford-New York, Berg, 2000
A.M. Banti, L'onore della nazione. Identità sessuali e violenza nel nazionalismo europeo dal XVIII secolo alla Grande Guerra, Torino, Einaudi, 2025
K. Hagemann, S. Dudink, S.O. Rose (eds.), The Oxford Handbook of Gender, War, and the Western World since 1600, New York: Oxford University Press, 2020
121216 - LATIN LITERATURE
ALESSANDRO FUSI
First Year / Second Semester
8
L-FIL-LET/04
Learning objectives
Formative objectives: The course aims to provide essential knowledge of the Satyricon; mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; direct knowledge of Petronius' text, set in the Neronian era and its relationship with the Greek-Latin literary tradition, through reading and commentary.
Expected learning outcomes: At the end of the teaching the student will have:
Knowledge of the main features of the history of latin literature; knowledge of the peculiar features of Petronius’ Satyricon
Ability to analyse Latin literary history and comprehend her diachronic development; ability to analyse and discuss appropriately Petronius’ Satyricon
Ability to formulate autonomous judgements on the course’s themes
Ability to adequately communicate what learned
Ability to comprehend and interpret autonomously literary phenomena and similar texts not included in the programme.
Programme: the course is focused on Petronius’ Satyricon, a work that represents one of the greatest masterpieces of Latin prose: after an introduction devoted to the discussed origin of the Latin novel, examined in his relationships with Greek and Roman models (novels, epic poems, comedy), there will be an in-depth examination of Petronius’ novel, paying attention to his problematic features (author, age, structure, intentions) as well as to artistic peculiarities (irony, parody), with special attention to linguistic and stylistic aspects. Some important pages of the novel will be read and commented.
examMode
Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct).
books
A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).
More bibliography and didactic materials will be given during the course (for attending students).
Non attending students have to contact the professor for a programme.
classRoomMode
Attendance in this course is optional, but highly recommended.
bibliography
A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).
Programme: the course is focused on Petronius’ Satyricon, a work that represents one of the greatest masterpieces of Latin prose: after an introduction devoted to the discussed origin of the Latin novel, examined in his relationships with Greek and Roman models (novels, epic poems, comedy), there will be an in-depth examination of Petronius’ novel, paying attention to his problematic features (author, age, structure, intentions) as well as to artistic peculiarities (irony, parody), with special attention to linguistic and stylistic aspects. Some important pages of the novel will be read and commented.
examMode
Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct).
books
A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).
More bibliography and didactic materials will be given during the course (for attending students).
Non attending students have to contact the professor for a programme.
classRoomMode
Attendance in this course is optional, but highly recommended.
bibliography
A complete edition of Petronius’ Satyricon with Latin text (suggested: Petronio, Satyricon, a c. di A. Aragosti, Milano, BUR, 1995); L. Graverini-W. Keulen-A. Barchiesi, Il romanzo antico. Forme, testi, problemi, Roma, Carocci, 2006; G.B. Conte, L'autore nascosto. Un'interpretazione del Satyricon, Bologna 1997, chap. I; knowledge of the history of literature from the Augustan age to Neronian age (on a school textbook of your choice to be submitted to the teacher; recommended: A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).
121218 - CRITICISM OF ITALIAN LITERATURE
First Year / Second Semester
8
L-FIL-LET/10
Learning objectives
Historicization of a tradition and practice of critical reading; problematization of critical reading of literary text.
1) Improvement of knowledge and understanding of critical writing (with reference to militant criticism and academic criticism)
2) Improvement of knowledge and understanding applied to the student's learning of a good awareness of critical writing (also in view of the writing of the thesis) starting from major models of italian tradition
3) Increased autonomy of judgment through an orientation to the use of the main tools of critical-literary research on paper and digital support
4) Enhancement of communicative skills through the opening of a discussion during the lessons on critical issues addressed with the teacher
DISCIPLINE STORICO - ARTISTICHE
-
8
-
-
120034 - HISTORY OF THE ARTS IN ROME AND LATIUM IN EARLY MODERN AGE
First Year / First Semester
8
L-ART/02
Learning objectives
The course aims to provide art-historical knowledge and advanced methodological tools for the knowledge of northern Latium in its interrelationship with Rome in the modern age, with a focus on the phenomena of artistic patronage.
At the end of the course the student:
1) will have acquired a sound knowledge of the topics covered in the course through the study and comprehension of specialised texts (Knowledge and comprehension skills).
2) will be able to correctly situate the contexts and materials covered in the course in the historical and cultural period of reference, (Applied knowledge and understanding).
3) will be able to assess critically the information learnt and discuss the course topics with autonomy of judgement, making connections also of an interdisciplinary nature (Autonomy of judgement).
4) will be able to organise an effective presentation of the topics covered in the course, using appropriate terminology and demonstrating critical autonomy (Communication skills).
5) will have acquired the learning skills necessary to conduct autonomous research in the art-historical field by applying the methodological tools of investigation and study addressed during the course (Ability to learn).
121213 - ART IN EUROPE FROM POSTMODERN TO THE PRESENT
PATRIZIA MANIA
First Year / First Semester
8
L-ART/03
Learning objectives
1) Knowledge and understanding
Recognize the unique aspects of contemporary European and Mediterranean artistic culture with reference to the protagonists, exhibitions, critical theory, and the languages used.
2) Apply knowledge
Analyze the relevant meanings and geo-cultural contexts.
3) Make independent judgments.
Report the defining characteristics of contemporary artistic practices in light of the relevant theoretical debate in the area under consideration.
4) Communication skills
Use relevant language in reporting on related issues.
5) Learning skills
Acquire skills in approaching and analyzing contemporary artworks within an interdisciplinary and transcultural framework.
- Themes, languages, protagonists of Art in Europe from 1969 to Today
- The postmodern condition: definition and characters
- Some artists: Marcel Broodthaers, Joseph Beuys, Anselm Kiefer
- The 90s: relational aesthetics, the biennial format
- The issue of postcolonialism in art: the "Les Magiciens de la Terre" exhibition and debate
- The controversial limelight of Eastern art after the collapse of the Berlin Wall
- Atlas of contemporary art in the Mediterranean area- The third millennium: between globalization and resistance. The new emergencies
examMode
Ongoing assessment: At the beginning of the course, flipped classroom sessions will be scheduled, during which students will present topics previously agreed upon with the instructor. This activity will be graded out of 30, which is a partial exemption from the oral exam.
Oral exam: The interview will focus on the topics covered in the course. Two or three questions will be asked to test students' knowledge of contemporary art history.
books
- Nicolas Bourriaud, Il radicante, postmediabooks, 2014
- Patrizia Mania, Racconti mediterranei. Immagini, memoria, azioni nell’arte contemporanea, Round Robin, 2017.
-Patrizia Mania Maria Raffaella Menna, a cura di, Frammenti di Siria Dal medioevo alla contemporaneità Prendersi cura dell’arte/L’arte come cura, Round Robin, 2019, pp.97-137
-Patrizia Mania, “I Like Europe but Europe Doesn’t Like Me. Sentirsi discriminati: gli artisti dell’Est dopo la Guerra fredda”, in Raffaella Petrilli, Hate Speech L’odio nel discorso pubblico. Politica, media, società, Round Robin, 2019, pp.99-111.
Non-attending students have to choose a text from the following:
- Roberto Pinto, Nuove geografie artistiche. Le mostre al tempo della globalizzazione, Postmediabooks, 2012.
- Teresa Macrì, Fallimento, Postmediabooks, 2017
- Foster Hal, Il ritorno del reale. L’avanguardia alla fine del Novecento, 2006, Postmedia Srl, Milano. [1996, Massachussets Institute of Technology].
- Belting H., Birken J., Buddensieg A. e Weibel P., eds. Global Studies. Mapping Contemporary Art and Culture, Hatje Cantz Verlag, Ostifldern, 2011.
- Patrizia Mania, Raffaella Petrilli, Elisabetta Cristallini (a cura di), Arte sui muri della città. Street Art e Urban Art: questioni aperte, Roma, Round Robin editrice, 2017.
classRoomMode
75% attendance is required
bibliography
Further bibliographical references will be provided during the lessons.
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