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. 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.

The course, which will be held in the second quarter of the first semester, will be dedicated to the theme of the lost or profoundly altered context (architectural, sculptural, pictorial) over the centuries. Some of the most complex and interesting situations will be selected and analyzed, for which today's virtual reconstructions allow us to see and better understand the changes they have undergone up to their original appearance. The theme of detached and museumized frescoes will also be examined, focusing on an interesting case study, which saw the virtual reuniting of a fragmented painting cycle "scattered" among different museums and its architectural and cultural recontextualization.

The following topics will be discussed in the indicated order:

No prerequisites.

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

There will be visits and inspections of monuments and museums of interest for studying the history of art.

Teaching

In-class lessons.

In addition to the lectures given by the professor, a seminar is planned. Specifically, attending students, divided into groups, will be asked to design a virtual exhibition using SketchUp, the free web app available online, based on a theme proposed according to the professor's instructions.

Innovative teaching methods

Debate; Flipped classroom.

A couple of lessons will be conducted in the "debate" and "flipped classroom" formats: attending students will be asked to read some pages from Fulvio Cervini's text, La prospettiva di Brunelleschi. Quaranta buone ragioni per studiare l'arte medievale, Poggio a Caiano (PO), CB Edizioni, 2016 (available on the Moodle platform), and critically present the chosen topic in class, among the forty available.

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).

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: 

- Elisa Bonacini, I musei e le fome edello storytelling digitale, Canterano (RM), Aracne 2020

- 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

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

Assessment

The objectives will be verified through:

• an oral exam to be taken on one of the official exam dates

The evaluation will be based on the following criteria:

• attendance and participation in class 10%
• oral exam = 90%

The evaluation criteria of the oral exam are as follows:

• Relevance and effectiveness of the answers in relation to the program content;
• Level of articulation of the response;
• Adequacy of the disciplinary language used.

Each criterion is evaluated based on a four-level scale (insufficient 4, sufficient 6, good 8, excellent) with equal weight assigned to each criterion. The final evaluation is expressed in thirtieths.

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:

- Elisa Bonacini, I musei e le fome edello storytelling digitale, Canterano (RM), Aracne 2020

- 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

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.

Assessment

The objectives will be verified through:

• an oral exam to be taken on one of the official exam dates

The evaluation will be based on the following criteria:

• oral exam = 100%

The evaluation criteria of the oral exam are as follows:

• Relevance and effectiveness of the answers in relation to the program content;
• Level of articulation of the response;
• Adequacy of the disciplinary language used.

Each criterion is evaluated based on a four-level scale (insufficient 4, sufficient 6, good 8, excellent) with equal weight assigned to each criterion. The final evaluation is expressed in thirtieths.

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 clear but limited answers, 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.

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.