Starting from the definition of the collective imaginary as a symbolic heritage and as communication through images, the course aims to provide the theoretical and methodological foundations of the analysis of the contemporary imaginary and the forms of visual culture: from the status of the image in the cultural, media and artistic industry to the centrality of the visual dimension in modern and contemporary social and communicative contexts. Knowledge of the theory and practices of the imaginary can stimulate the ability to critically observe the symbolic forms of the present with which professionals in the world of communication and advertising are called upon to deal. 

Specifically, the course has the following objectives:

- provide theoretical and empirical tools to observe the current status of the “image-society” experience the meta-territorial and diffuse character in media territories of the contemporary collective imagination

- provide adequate analytical tools to understand the relationship between the bio-cognitive dimension of seeing and the socio-cultural dimension of looking

- stimulate attention to and critical understanding of the concept of representation

- introduce to the study of Visual Sociology in relation to the cultural perspective

- provide the necessary tools to set up a visual research project in accordance with the Visual Sociology approach

- introduce to the study and critical analysis of visual culture with special reference to the following analytical and research paths:

1. visual representations of gender: the visual plays a key role in the social construction of gender roles and identities. From early studies on representations of gender in art and advertising to the perspectives of feminist and queer studies, theories and case studies will be presented to understand the visual performative construction of gender in everyday life;

2. representations of the “other”: visual devices and discourses underlie relations of power and distinction. Through contributions from cultural studies and postcolonial studies, the concepts of ethnicity, spectacularization of the other and stereotyping will be addressed, as well as forms of resistance and reinterpretation of discriminatory representations based on culture, ethnicity, disability and age;

3. images and digital technologies: each technological age produces its own gaze. Between viewing technologies and visual cultures there is a co-determining relationship that eludes simple determinisms. After introducing the relationship between media and visuality, the impact of digital and platforms on contemporary visual cultures will be analyzed through the study of everyday digital objects such as screenshots, memes, gifs, interfaces, and reactions;

4. visual cultures and advertising: although it uses multiple registers, advertising is primarily and historically a visual manifestation, which has had a decisive impact in structuring the visual cultures of modernity in the West. An attempt will therefore be made to analyze the visual codes of advertising, their evolution, the strategies of spectacularization of merchandise and representations that advertising conveys;

5. travel imagery and visuality: the tourism phenomenon can be read first and foremost as the product of a certain gaze that individuals apply to the place where they are. Thus, the relevance of visuality to travel and tourism in particular is understood. Topics such as the tourist imaginary and the shift from the representational imaginary of travel to the performative imaginary, the “tourist gaze”, tourist photography, and the impact of digital visual media on travel will then be addressed;

6. images in news: the use of photography in news is one of the main fields of image analysis. Around photojournalism converge some of the main themes of communication studies: the truth status of images, the ethics of documentation, the iconic becoming of some images. These issues will be addressed with particular attention to the stylistics of the representation of war, from print to the digital circulation of conflict images.

1. The image-society and the Iconic Turn

1.1. Imagery and the iconoclastic paradox of the West

1.2. Verbal and visual

1.3. Imaginary and cultural industry

1.4. Birth of the iconosphere and the iconic turn

2. The process of vision between bios and logos

2.1. Vision as biological action and as enaction

2.2. Representation

2.3. Vision as cultural and situated action: sociology of gaze

2.4. Technologies of vision: analog, digital and screen studies

3. Visual Sociology

3.1. Visual research as a cognitive approach

3.2. The design of visual research

3.3. Research on images and with images: methodology and techniques of visual analysis

4. Imagery and collective representations: paths of analysis and research

4.1. Visual representations of gender

4.2. Representations of the "other"

4.3. Images and digital technologies

4.4. Visual cultures and advertising

4.5. Travel imagery and visuality

4.6. Images in the news

1. Knowledge and Ability to Understand: the knowledge to be acquired concerns issues related to the connotation of the image society and its development, the relationship between cultural and technological dimensions, understanding is achieved through the acquisition of theoretical skills on models with particular attention to the dynamics related to the socio-cultural transformations of the contemporary iconosphere.

1.1 Students achieve such basic knowledge through attendance of lectures and seminars, study of texts discussed in the classroom and as part of in-class exercises.

1.2. Students further study and empirical analysis of one of the proposed paths identified on the basis of their interest.

2. Ability to apply knowledge and understanding: through the ability to analyze visual cultural products by applying the main methodologies of analysis from Visual Sociology.

2.1. Skills acquired through moments of laboratory practice in the classroom.

3. Judgment skills: critical reflection on the evolving dynamics of image society and visual culture as well as the ongoing transformations affecting communication as a whole and the forms of communication by images in particular.

3.1. This capacity for judgment will have to be applied in classroom discussion with the lecturer, colleagues, during the exercises, in the choice of one of the in-depth paths and in the preparation of the final exam.

4. Communication skills: students are expected to interact in the classroom through questions, exchanges with classmates and fellow students, writing short presentations in the practice phase also from the choice of the in-depth thematic path.

4.1. Skill that is practiced in the classroom by organizing moments of discussion and practice.

5. Learning skills: students are required to adopt a critical learning method capable of connecting theoretical skills and empirical analysis, moving toward the specification of autonomous thinking.

5.1. Skills to be enhanced through argumentation with the lecturer, classmates and fellow students.

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

Lectures, seminars, exercise class.

Innovative teaching methods

• use of wooclap as a time for synthesis and opinions on lecture content;
• flipped lesson on some topics of the course;
• exercises and in-depth studies, individual and group, which students will carry out using the University's Moodle platform.

Course books

1. Faccioli, P., Losacco, G. (2010). Nuovo manuale di sociologia visuale. Dall'analogico al digitale. Milano: FrancoAngeli.

2. Gemini, L. (2021). Immaginario e comunicazione: teorie a confronto. In Centorrino, M., Romeo. A. (a cura di), Sociologia della comunicazione. Teorie, concetti, strumenti. Milano: Mondadori.

3. Gemini, L. (2008). In viaggio: immaginario, comunicazione e pratiche del turismo contemporaneo. Milano: FrancoAngeli.

Assessment

The exam will be held through an individual interview based on textbooks suggested. The aim is to evaluate both student's comprehension of the content and his ability in reworking concepts and in argumenting. It is possibile to present a written document on a topic agreed with the teacher. 

Excellent grades will be given in presence of: a good critical perspective and in depth study; knowing how to link among them the main subjects addressed during the course; the use of an appropriate language.

Good grades will be given in presence of:  good mnemonic knowledge of the contents; a relatively good critical perspective and connection skills related to the treated topics; the use of appropriate language.

Sufficient grades will be given in presence of: the achievement of a minimal knowledge on the treated themes, even in presence of some gaps; the use of a not appropriate language.

Negative grades will be given in presence of: a difficult orientation related to the the treated topics; knowledge gaps; the use of a not appropriate 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.

Teaching

Study of the exam books.

Course books

1. Faccioli, P., Losacco, G. (2010). Nuovo manuale di sociologia visuale. Dall'analogico al digitale. Milano: FrancoAngeli.

2. Gemini, L. (2021). Immaginario e comunicazione: teorie a confronto. In Centorrino, M., Romeo. A. (a cura di), Sociologia della comunicazione. Teorie, concetti, strumenti. Milano: Mondadori.

3. Gemini, L. (2008). In viaggio: immaginario, comunicazione e pratiche del turismo contemporaneo. Milano: FrancoAngeli.

Assessment

The exam will be held through an individual interview based on textbooks suggested. The aim is to evaluate both student's comprehension of the content and his ability in reworking concepts and in argumenting. It is possibile to present a written document on a topic agreed with the teacher. 

Excellent grades will be given in presence of: a good critical perspective and in depth study; knowing how to link among them the main subjects addressed during the course; the use of an appropriate language.

Good grades will be given in presence of:  good mnemonic knowledge of the contents; a relatively good critical perspective and connection skills related to the treated topics; the use of appropriate language.

Sufficient grades will be given in presence of: the achievement of a minimal knowledge on the treated themes, even in presence of some gaps; the use of a not appropriate language.

Negative grades will be given in presence of: a difficult orientation related to the the treated topics; knowledge gaps; the use of a not appropriate 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.