The course aims to provide students with the necessary tools to properly read and interpret sacred and profane work of art.

Starting from Warburg's methodological approach, the course will provide new reading tools to understand and discuss all from a post-modern point of view. We will also present case studies useful to understand development of both the subject and the image from a semiotic, transmedia and convergent point of view.

EDUCATIONAL AIM OF THE COURSE

- become familiar with the specific terminology

- have the right tools to think of connections between the topics addressed

- stimulate connections between art history and other humanistic disciplines

- promote an holistic approach to the discipline, encouraging curiosity and critical thinking

The program consists of three parts:

1) The construction of the myth of Venice through the state iconographic program (12th-16th centuries).

This first part will be dedicated to the analysis of written and iconographic sources useful for reconstructing the history of Venice in its fundamental stages.  Through the study of specific iconographic episodes, to be seen today in the most important places of  Venetian power (Palazzo Ducale, Basilica of San Marco, Scuola Grande di San Marco), the delicate relationship between patronage and artist will be discussed and in more depth the role of the iconographic sources in the construction of a mythological and propagandistic narration.

DURATION: 12 HOURS

2) Lost Paradise: Men, animals and monstrous creatures in medieval iconography.

Starting from the Cathedral’s mosaic floor in Pesaro, we will deal with the Christian iconographic analysis in buildings of worship through the dogmatic symbols in a cultural, social and symbolic path of persistence and change.

DURATION: 10 HOURS

3) "Iconoutopia": the image and its reading in post-modernity.

This third and final part intends to address the theme of the image in the transition from the modern era to post-modernity from a methodological, aesthetic and perceptive point of view.  A transversal and hybrid path between visual and performing arts focused on the seductive, iconic and utopian power of the image today increasingly identifiable as a fetish. During the lessons the works of David Griffith, Marina Abramovic, Nam June Paik, David LaChapelle, Bill Viola, Mel Ramos, Betty Tomkins, Katty La Rocca, Banksy will be analysed.

DURATION: 14 HOURS

- prove basic knowledge regarding the chronological articulation of the different phases of artistic production and of the main characteristics of the various stylistic currents, also in relation to the different cultural influences, thanks to a correct and critically vigilant reading and understanding of textbooks (knowledge and understanding)

- be able to apply the knowledge acquired in such a way as to be able, through appropriate arguments, to compare and possibly correlate works of art from different geographical, chronological or patronage (applying knowledge and understanding)

-demonstrate the ability to make personal judgments regarding controversial issues from an attributional or chronological point of view, through the collection and critical examination of useful received data (making judgements)

-demonstrate autonomy and expository effectiveness in communicating the notions and concepts assimilated during the lessons and in the study (communication skills)

-refine the learning skills necessary to independently undertake further studies (learning skills)

- show the ability to critically thinking, supporting simple reasoning and expressing one's ideas clearly

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

EDUCATIONAL FIELDTRIP: The Cathedral’s Mosaics in Pesaro; Civic Museum in Pesaro

Teaching

Frontal lessons

Innovative teaching methods

Debate

Attendance

Attendance is not mandatory but strongly recommended for better learning und understanding. Students who attend at least two thirds of the lessons are considered to be attending.

Course books

- Claudia Cieri Via, Nei dettagli nascosto. Per una storia del pensiero iconologico, Roma, Carocci Editore, 2000

In addition this, knowledge of the topics covered during the course is required. Powerpoint presentations will be uploaded on moodle platform and made freely available.

Students are also required to study an essay/article of their choice among those that will be uploaded on moodle platform and made freely available for consultation.

Assessment

The assessment consists in an oral test aimed at verifying the learning of the topics covered in class and based on the case studies contained in the powerpoint presentations uploaded on moodle platform together with the article/essay chosen by the student.

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

"To give non-attending students the opportunity to compensate for what is done during the lessons with their independent study, we recommend using all the materials included on blended platform (slides, exercises, supplementary material) which are particularly useful to properly understand the program’s contents."

Course books

- Claudia Cieri Via, Nei dettagli nascosto. Per una storia del pensiero iconologico, Roma, Carocci Editore, 2000

In addition this, knowledge of the topics covered during the course is required. Powerpoint presentations will be uploaded on moodle platform and made freely available.

Students are also required to study an essay/article of their choice among those that will be uploaded on moodle platform and made freely available for consultation.

Assessment

The assessment consists in an oral test aimed at verifying the learning of the topics covered in class and based on the case studies contained in the powerpoint presentations uploaded on moodle platform together with the article/essay chosen by the student.

The final evaluation will be based on the following criteria:

30: The student is able to answer the question or issue raised and provides a coherent response that demonstrates extensive knowledge of relevant information or content; demonstrates the ability to critically evaluate concepts and theory and adds elements of novelty and originality. There is clear evidence of a significant amount of reading/research beyond that required ones.

27-29: the student proves to have a very high level of preparation and directly addresses the question or problem raised; demonstrates a certain 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 lectures and reference material. The response contains no relevant errors or omissions.

23-26: the student has reached an acceptable level of preparation and provides clear but limited answers, which reflect the information given during the lessons or found in the reference readings.

18-22: The student shows a lack of coherent understanding of the material. Important information is omitted and irrelevant points are included. In other words, the student has proven to have a low preparation.

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.