The course aims to explore the text/context problem in the artistic production of the medieval period in Europe and the Mediterranean from the 4th to the 15th century, in the fields of architecture, sculpture and painting, also through the lens of those who rediscovered the value of art from the Middle Ages, fueling the phenomenon of collecting and exhibitions, and those who attempted to re-propose its forms (with retrievals, evocations, inventions) in the modern and contemporary ages. 

We will analyze specifically how digital technologies help us to see, and consequently better understand, monuments and artworks in their integrity and/or in their original aspect, too often lost for ever.

This course is divided into three units:

FIRST UNIT

The first unit, which will be held in the first semester, is about lost or altered contexts (architectural, sculptural, and pictorial contexts). We will select and analyze a few of the most complex and intriguing cases and discuss how virtual models allow us to understand them better, their changes over time, and even their original aspect.

SECOND UNIT

The second unit, which will be held in the first part of the second semester, will be entirely dedicated to the figure of Giotto and the cultural context within which his long activity took place, with particular attention to the problem of the difficult reconstruction of the corpus of his works.

THIRD UNIT

The third unit, which will be held in the last part of the second semester, will examine the topic of detached frescoes moved to museums, with a focus on an interesting case study that involved the virtual reunification of a fragmented and 'scattered' pictorial cycle between different museums and its architectural and cultural recontextualization.

Some lectures in this unit will be in English.

The course will include 36 each 2.0 hours lessons in the classroom.

The lessons will consist of lectures with the aid of power point presentations, documentaries, readings, student reports, covering the topics listed in the Schedule.

Schedule TBA

Qualifications that signify completion of the second cycle are awarded to students who:

- have demonstrated knowledge and capacity for comprehension of texts and of certain specific themes typically associated with the first cycle and allow the application of original ideas, often in the context of study and research (knowledge and understanding);
- can be able to apply their knowledge and understanding and problem-solving abilities in new or unfamiliar environments, found in broader (or interdisciplinary) contexts connected to their field of study and research (applying knowledge and understanding);
- have the ability to integrate knowledge and handle complexity, as well as formulate independent judgment based on limited or incomplete information (making judgments)
- can communicate in a clear, unambiguous manner their conclusions, and the knowledge and rationale underlying those conclusions, to others whether their interlocutors are specialists in the field or not. (communication skills);
- have to develop their ability to learn in a way that will allow them to continue their studies autonomously (learning skills)

To be more specific, on successful completion of this course, students should be able to:

- critically discuss works of art and architecture from the middle ages at the level of professional art historians, using appropriate descriptive and analytical terminology, in written assignments, oral presentations and discussions

- identify and describe the materials and technical processes used in the production of a wide range of works of art and architecture from the middle ages

- critically assess the theoretical frameworks, discourses and methods that underpin Medieval Art History as a discipline and apply them to individual research

- critically assess the historiography of medieval works of art and architecture

- identify and critically discuss a wide range of technologies relevant to art historical research and professional practice in the field of the middle ages

- conceive, plan, manage and complete intellectually independent research projects in the area of history of medieval art and architecture, selecting and analyzing appropriate source materials and methods.

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

Some site visits to points of cultural interest cincerning medieval history of art and architecture will be scheduled.

Teaching

In-class lessons.

Innovative teaching methods

A few classes will be 'flipped classrooms': students will first be assigned video or online lectures to watch at home and then asked to discuss with the instructor and the other students in the next class. To be more specific, students will be asked to work independently and individually on a issue of Archeomatica magazine assigned by the instructor concerning digital tools and technologies to visualize altered or lost artistic contexts for scientific purposes, and to present the results in front of the class.

Attendance

To be considered as attending students, students must attend at least two-thirds of the lessons. Arriving late or leaving class early is considered as absent.

The instructor will be the one to regularly update the attendance list.

As an essential prerequisite, a basic knowledge of medieval art history is required (on which an exam should have been taken during the bachelor's degree or as part of the VPP); this will be subject to further verification carried out through an intermediate test (see the section 'Methods of assessment').

Course books

Beyond knowledge of the topics covered during the course, for which slides will be downloaded on the Moodle platform for easy consultation, the study of the following texts (uploaded on the Moodle platform, as well)  is required: 

-G.M. Fachechi, Dal monastero al museo e ritorno. Le Palazze di Spoleto tra frammentazione del contesto e ricostruzione virtuale/From the Monastery to the Museum and Back. Le Palazze at Spoleto, from Fragmentation to Virtual Reconstruction, in T. di Carpegna Falconieri, G.M. Fachechi, Gli affreschi delle Palazze. Una storia tra Umbria e America/The Palazze Frescoes. A Tale between Umbria and America, Roma, Gangemi, 2017, pp. 57-131.

All other required readings and supplemental digital resources will be announced from time to rime and made available to the students by the instructor.

Assessment

The assessment takes place through:

- a midterm written test, held at the end of the first semester (extimeted dates December 18-22), based on the topics covered in the first part of the course;

- a final oral exam, based on the topics covered in the second semester, if the student passed the midterm exam, on all the topics of the course, otherwise.

IMPORTANT NOTICE: Students who have registered disability certification or DSA certification with the Office of Inclusion and Right to Study, may request to use concept maps (by keywords) during the exam. 

For this purpose, it is necessary to send the maps two weeks before the exam call, to the course instructor(s), who will check their consistency with the University guidelines and may request their modification.

The evaluation will be based on the following criteria:

a) punctuality, attendance, participation = 10% 

b) midterm test = 40% 

c) final test = 50% 

The sum of the scores obtained based on the 3 criteria (a-b-c) gives the grade out of thirty. Since the final test weighs more, it will be that to determine any excess rounding and/or honours.

Reported Grades will be determined by the following scale:

30 = 100% to 90%

Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading/research beyond that required for the course

27-29 = 89% to 80%

This is a highly competent level of performance and directly addresses the question or problem raised. There is a demonstration of some ability to critically evaluate theory and concepts and relate them to practice. Discussions reflect the student’s arguments and are not simply a repetition of standard lecture and reference material. The work does not suffer from any major errors or omissions.

23-26 = 79% to 70%

This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.

18-22 = 69% to 60%

This level of performance demonstrates that the student lacks a coherent grasp of the material. Important information is omitted and irrelevant points are included. In effect, the student has barely done enough to persuade the instructor that s/he should not fail.

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

Individual study

Course books

Required textbooks:

-Salvatore Settis, Tomaso Montanari, Arte. Una storia naturale e civile, vol. 2, Dall'Alto Medioevo alla fine del Trecento, Milano, Mondadori Education, 2019 (for students who want to study an English textbook: Jill Caskey, Adam S. Cohen, Linda Safran, Art and Architecture of the Middle Ages: Exploring a Connected World , Cornell University Press 2022)

-Tommaso di Carpegna Falconieri, Grazia Maria Fachechi, Gli affreschi delle Palazze. Una storia tra Umbria e America/The Palazze Frescoes. A Tale between Umbria and America, Roma, Gangemi, 2017

NON-attending students are NOT required to study the materials uploaded to the Moodle platform, which are mandatory for attending students.

Assessment

The exam consists of an oral exam based on the Assessment of the study texts; during the test, the images in textbooks will be used.

IMPORTANT NOTICE: Students who have registered disability certification or DSA certification with the Office of Inclusion and Right to Study, may request to use concept maps (by keywords) during the exam. 

For this purpose, it is necessary to send the maps two weeks before the exam call, to the course instructor(s), who will check their consistency with the University guidelines and may request their modification.

Assessment criteria and Reported Grades: 
30: Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading/research beyond that required for the course

27-29: This is the highly competent level of performance and directly addresses the question or problem raised. There is a demonstration of some ability to critically evaluate theory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lectures and reference material. The work does not suffer from any major errors or omissions.

23-26: This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.

18-22: This level of performance demonstrates that the student lacks a coherent grasp of the material. Important information is omitted and irrelevant points are included. In effect, the student has barely done enough to persuade the instructor that s/he should not fail.

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.