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.

Medieval architecture will be treated as "works of art" by analyzing, as high samples, civil structures of residential or defensive scope (dwellings and castles) and of ecclesiastical scope (churches and monasteries).

The objective of the course will be to acquire the main tools for the analysis of high historical elevations (stratigraphic reading, analysis of production processes and building materials, study of masonry techniques and to other aspects of historical construction, recognition of signs related to the organization of the site). Criteria and parameters for recognizing and indexing masonry evidence and recording it graphically will also be explained.

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

General part: it will provide the appropriate tools for the stratigraphic reading of the elevated medieval age. Monastic complexes, ecclesiastical structures, towns and fortifications will be considered, also in relation to contemporary iconographic sources. European case studies will be presented, with insights into the territory of Emilia-Romagna and Marche. Field trips will be made to the city of Urbino. 

General part: 

0. Presentation of the course and the medieval age: the city in Late Antiquity and the Early Middle Ages.

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

2. Methods of architectural 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 wall stratigraphy. 

Monographic part: architectural restoration 

6. Theorists of architectural restoration. 

7. The culture of restoration between the 19th and 20th centuries.

8. Antoine Chrysostome Quatremère de Quincy.

9. The France of the Restorers between the Revolution and the Second Empire / Viollet-le-Duc.

10. The England of Ruskin and Morris. 

11. The Italy of Boito, D'Andrade, Beltrami, Giovannoni, Pane Brandi.

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

During the year there will be archaeological excavations, educational workshops, archaeological elevation research, educational outings, Summer School and other field activities that will allow the application of the methods learned.

Keep up to date through the lecturer and by consulting the Medieval Archaeology Portal noticeboard at www.archeologiamedievale.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

Brogiolo G.P., Cagnana A., 2012, Archeologia dell'architettura metodi e interpretazioni, Firenze.

Casiello S., 2001, La cultura del restauro. Teorie e fondatori, Venezia [study the volume except the parts between pages: 95-116; 203-222; 239-293; 315-338; 357-397].

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

Brogiolo G.P., Cagnana A., 2012, Archeologia dell'architettura metodi e interpretazioni, Firenze.

Casiello S., 2001, La cultura del restauro. Teorie e fondatori, Venezia [study the volume except the parts between pages: 95-116; 203-222; 239-293; 315-338; 357-397].

Sacco D., 2020, Il castello di Monte Copiolo, la casa dei duchi di Urbino, Bologna. 

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.