The course aims to provide training in the use of archaeological sources and the archaeological method in relation to art history for the study of buildings of the early medieval period.

The objective of the course will be to illustrate the main tools of analysis of the method of building archaeology (stratigraphic analysis, analysis of production processes and building materials, study of masonry techniques and to other aspects of construction, recognition of signs related to the organization of the site). Criteria and parameters for recognizing and filing masonry evidence and their graphic recording will also be explained.

Propaedeutic part: lectures will be initiated by a supporting - and historical / artistic framing - part preparatory to the course.

General part: will provide the appropriate tools for stratigraphic reading of the buildings. Monastic complexes, ecclesiastical structures, towns and fortifications will be considered, also in relation to coeval iconographic sources. Case studies of European scope will be presented, with particular attention toward local ones, with lunges into the territory of Emilia-Romagna and Marche. Field trips will be made to the city of Urbino. 

General course topics: 

0. Introduction to the course and the medieval age.

1. Society after the year 1000: the late Middle Ages.

2. Methods of building archaeology.   

3. Approach to the iconographic source: the work of art for the study of medieval architecture. 

4. The great early medieval architectures and their architectural evolution: castles, churches, monasteries, towns, productive structures.  

5. Exercises in masonry stratigraphy. 

Monographic part: the example of the Montefeltro fortress (San Leo, Emilia-Romagna).  

Knowledge and understanding
Students should obtain knowledge and understanding of the primary processes that took place from the IV to the XV centuries in Italy and Europe, mastering the discipline to include a post-secondary level of understanding of the primary methods of archaeological research and its interdisciplinary dimensions.

Applying knowledge and understanding
Students must be able to apply their knowledge and understanding of archaeological processes so as to demonstrate a professional approach to their work - that is, the applicability of the study of a medieval archaeological context. They must also possess adequate skills in creating and sustaining arguments as well as in asking and possibly resolving questions in the field of medieval archaeology.

Making judgements
Students must develop the ability to collect and interpret data provided during the course of the lessons, from bibliographic texts.

Communication skills
Students must develop effective communications skills so as to be able to communicate with both specialists and non-specialists about topics and events pertaining to medieval archaeology.

Learning skills
Students must develop learning skills necessary for undertaking self-directed further study in the area of medieval archaeology.

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

The teaching material prepared by the lecturer (such as for instance slides, lecture notes, exercises) and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it

Teaching

Lectures; meetings with specialists. Meetings with the professor are advised for asking questions or requesting clarification.

Attendance

Attendance is strongly recommended. Frequency: at least 2/3 of the lessons.

Course books

General part: 

Brogiolo G.P., Cagnana A., 2012, Archeologia dell'architettura metodi e interpretazioni, Firenze. (NB! In this manual, skip the part concerning stone from page 75 to page 92 and replace it with the Sacco 2012 text below).

Sacco D., 2012, Un manuale per cavatori inciso nella pietra. Archeologia della produzione lapidea tra X e XII secolo. Le cave di calcare del Castello di Monte Copiolo nel Montefeltro, «Archeologia dell'Architettura», XVII, pp. 191-217.

Monographic part:

Sacco D., Tosarelli A., 2016, La Fortezza di Montefeltro. San Leo: processi di trasformazione, archeologia dell'architettura e restauri storici, Firenze. (read pages: 107-198; study pages 199-253 / 303-306) 

Other mandatory material will be uploaded in .pdf format on the Moodle Blended platform.

NB.

Please note that notes taken in class on topics not covered in the assigned textbooks will also constitute examination material for attending students.

Assessment

Oral examination. The examination consists of a number of questions on the study texts and the topics covered in the course of the lectures. The questions are proposed in the form of a conversation.

The following will be assessed from excellent to very good (30 and praise-27): the student's possession of excellent/very good critical and in-depth study skills; the ability to link together the themes addressed in the course; the use of appropriate language with respect to the specific nature of the discipline.
Good to fair marks (26-23): the student's possession of a mnemonic knowledge of the contents; a relative critical capacity and the ability to link the themes dealt with: the use of appropriate language.
Sufficient assessments (22-18): the student has a minimal knowledge of the topics dealt with, even though there are some learning gaps; the use of inappropriate language.
Negative assessments will result in: difficulties in the orientation of the student with regard to the themes dealt with in the examination texts; gaps in the training; 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.

Course books

General part: 

Cagnana A., 2000, Archeologia dei materiali da costruzione, Padova. 

Brogiolo G.P., Cagnana A., 2012, Archeologia dell'architettura metodi e interpretazioni, Firenze. (NB! In this manual, skip the part concerning stone from page 75 to page 92 and replace it with the Sacco 2012 text below).

Monographic part:

Sacco D., 2012, Un manuale per cavatori inciso nella pietra. Archeologia della produzione lapidea tra X e XII secolo. Le cave di calcare del Castello di Monte Copiolo nel Montefeltro, «Archeologia dell'Architettura», XVII, pp. 191-217.

Sacco D., Tosarelli A., 2016, La Fortezza di Montefeltro. San Leo: processi di trasformazione, archeologia dell'architettura e restauri storici, Firenze. (read pages: 107-198; study pages 199-253 / 303-306) 

NB.

Please note that notes taken in class on topics not covered in the assigned textbooks will also constitute examination material for attending students.

Assessment

Oral examination. The examination consists of a number of questions on the study texts and the topics covered in the course of the lectures. The questions are proposed in the form of a conversation.

The following will be assessed from excellent to very good (30 and praise-27): the student's possession of excellent/very good critical and in-depth study skills; the ability to link together the themes addressed in the course; the use of appropriate language with respect to the specific nature of the discipline.
Good to fair marks (26-23): the student's possession of a mnemonic knowledge of the contents; a relative critical capacity and the ability to link the themes dealt with: the use of appropriate language.
Sufficient assessments (22-18): the student has a minimal knowledge of the topics dealt with, even though there are some learning gaps; the use of inappropriate language.
Negative assessments will result in: difficulties in the orientation of the student with regard to the themes dealt with in the examination texts; gaps in the training; 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.

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