The course aims to shed light on a period still partly little known, but rich in transformations such as the early Middle Ages, a period that is often still considered a "dark" period of our time. But there are many transformations that have taken place in this period, epochal transformations that have opened the way to an "other world", a new world that has given rise to modern Europe. Through the study of the characteristics and organization of the cities and the territory, we will try to understand the social and economic transformations that took place between the 4th and 8th centuries. In particular, we will analyze the transformations that took place in the territory with the transition from the society of the villa to that of the village (from villa to village) and the transformation of the ancient city, highlighting the profound difference between the Roman city and then late antiquity (V-VII century) and the early medieval city (VIII-X century).

Introduction to medieval archeology.

Cities and countryside: reading of the transformations between Late Antiquity and Upper Middle Ages.

The city and its transformations from the end of the Roman era to the early Middle Ages.

The fortification of cities and the construction of castles.

The birth of the late medieval castles.

The presence of the barbarians in the countryside.

The seventh century break and the end of the "villa society"

The role of the church and the funerary world.

The birth and role of the late medieval castles.

Study of the finds and architectural structures.

Through the oral exam it will be verified that students possess:

1) a good knowledge of the topics covered by the lessons

2) a sufficient critical elaboration of the topics covered in the course and in the texts in the program

3) a correct logical and formal approach in the communication of the topics dealt with

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Frontal lessons. The lessons will take place through multimedia supports edited by the teacher.

Attendance

Those present are considered to be attending at least 2/3 of the lessons.

Course books

A.AUGENTI, Archeology of Medieval Italy, Bari 2016 (Laterza Ed.) It is the manual to know in depth.

Texts available on the blended platform:

P. DELOGOU, R.FRANCOVICH, R.HODGES, Medieval Archeology, Archeo, Dossier, 1991.

A.AUGENTI, Archeology of the medieval city, in S.Gelichi (edited by), Forty years of Medieval Archeology in Italy, Florence 2014, pp. 173-182.

M.VALENTI, Archeology of the early medieval countryside: diachrony and forms of settlement, in S.Gelichi (edited by), Forty years of Medieval Archeology in Italy, Florence 2014, pp. 123-142.

S.LUSUARDI SIENA (edited by), Ad mensam. Artifacts of use from archaeological contexts between late antiquity and the Middle Ages, Udine 1994 (passim)

Reference and in-depth texts available at the Archeology library, Via del Balestriere 2.

G.P.BROGIOLO, A.CHAVARRIA ARNAU, Postclassical Archeology, Rome 2020 (Carocci Ed.)

G.P.BROGIOLO, The origins of the medieval city, Post-classical Archaeologies / Studies, Mantua, 2011 (SAP, Mantua)

S.GASPARRI, C. LA ROCCA, Barbarian times. Western Europe between antiquity and the Middle Ages (300-900), Rome 2012 (Carocci Ed.)

A.AUGENTI, Cities and ports from antiquity to the Middle Ages, Rome 2010 (Carocci Ed.)

G.P.BROGIOLO, A.CHAVARRIA ARNAU, Aristocracies and campaigns in the West from Constantine to Charlemagne, Florence 2005 (All'Insegna del Giglio) Further bibliography will be provided during the lessons.

Assessment

Oral examination. The exam is based on the study texts and on the topics addressed during the lessons.

Evaluations ranging from excellent to good (30 cum laude-27): the student's possession of excellent critical and in-depth skills, knowing how to connect the issues addressed in the course and the use of an appropriate language with respect to the specificity of the discipline .

Evaluations from good to fair (26-23): the student's possession of a mnemonic knowledge of the contents; a relative critical and connecting capacity between the topics covered: the use of appropriate language.

Sufficient evaluations (22-18): the achievement of a minimal amount of knowledge on the topics covered, even in the presence of training gaps; the use of inappropriate language.

Negative evaluations: difficulty in orienting the student with respect to the topics addressed in the exam texts; training gaps; the use of inappropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Attendance

Non-attending students must agree on the program with the teacher

Assessment

Oral examination. The examination is based on the study texts and on the topics addressed during the lessons.

Evaluations ranging from excellent to good (30 cum laude-27): the student's possession of excellent critical and in-depth skills, knowing how to connect the issues addressed in the course and the use of an appropriate language with respect to the specificity of the discipline .

Evaluations from good to fair (26-23): the student's possession of a mnemonic knowledge of the contents; a relative critical and connecting capacity between the topics covered: the use of appropriate language.

Sufficient evaluations (22-18): the achievement of a minimal amount of knowledge on the topics covered, even in the presence of training gaps; the use of inappropriate language.

Negative evaluations: difficulty in orienting the student with respect to the topics addressed in the exam texts; training gaps; the use of inappropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.