The students will acquire advanced knowledge and skills to critically interpret and evaluate the archaeological evidence relating to the Roman painting. 

The course, structured in two modules (the first dedicated to the Greek world, the second to the Roman world), traces an overall and diachronic path (from the Late Geometric to the Late Imperial period) on contexts, productions, figures, and motifs of Greek and Roman painting. The program deals with various aspects of ancient painting: materials and technical-material productions; painters, workshops and clients; pictorial genres, decorative systems and related stylistic-formal codes; subjects, themes, intended uses and visual perception of the paintings in the architectural space; classical sources; transmission and permanence of ancient painting in modern and contemporary figurative culture.

The module is focused on contexts, monuments and themes of Roman painting (2nd century BC- early 4th century AD). The complete syllabus is provided to students on the Moodle platform › blended.uniurb.it. at the beginning of the lessons.

None

Knowledge and understanding: the student will have to demonstrate, through an oral interview, to have learned and elaborated on the contents and methods of the discipline. He/she will have to recognize and well-frame the contexts, monuments, and artifacts discussed during the course in the historical and cultural period of reference.

Applying knowledge and understanding: the student will have to demonstrate the possession of the analytical and conceptual tools to interpret the archaeological data, contextualizing it in the historical, economic, and social framework of production and use.

Making judgments: the student will have to demonstrate the ability to discuss issues relating to the topics of the course with critical and aware judgment, also from an interdisciplinary perspective.

Communication skills: At the end of the course, the student will have acquired advanced skills to present in a clear and reasoned way, using the technical-scientific language specific to the discipline.

Lifelong learning skills: At the end of the course, the student will have developed the necessary learning skills to undertake further and in-depth studies with a high degree of autonomy.

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 and/or study trips related to archaeological sites, monuments, and themes covered during the lessons.

Teaching

In-class lessons in Italian, with thematic PowerPoints appositely created by the professor and other multimedia sources available on the web (videos, 3D reconstructions, database etc.)

Innovative teaching methods

Flipped Classroom

Debate

Attendance

Students need to attend at least two-thirds of the lessons and perform the exercises assigned by the professor.

Course books

To allow non-attending students to compensate through self-study for what is done during lessons, the following materials referring to the same contents of the program are indicated to promote full understanding.

J.J. Pollitt (a cura di), The Cambridge History of Painting in the Classical World, Cambridge 2014 (I. Bragantini, Roman Painting in the Republic and Early Empire, pp. 302-369; R. Ling, Roman Painting of Middle and Late Empire, pp. 370-427).

I. Bragantini, Una pittura senza maestri. La produzione della pittura parietale romana, JRA 17, 2004, pp. 131-145.

I. Bragantini, La pittura a Pompei nell'opera di August Mau (Berlin 1882): note di Iettura, in L'héritage germanique dans l'approche du décor antique, Bordeaux 2014, pp. 9-18

I. Bragantini, Luce e colore negli studi sulla pittura romana: una prospettiva mutevole, in Pittura, luce, colore, AIRPA 4, a cura di A. Santucci, Roma 2023, pp.  51-64.

The study text is available at the Archaeological Library (Palazzo Albani, via del Balestriere 2). Further papers will be indicated during the lessons and made available in Moodle.

Assessment

Oral examination. The student must answer questions (usually three-four), also posed on the basis of drawings and/or photos of contexts and monuments covered in the course, demonstrating that he/she has learned and elaborated in a personal and adequate way the topics and methods of the discipline; knows how to correctly analyze and frame archaeological evidence, in a historical-cultural perspective; is aware of the validation processes of sources in their specificity as monument/document; knows how to finalize study texts to understand contexts, monuments, themes; has refined communication and argumentative skills by properly using the technical-scientific language of the discipline

The test will be judged excellent if the student demonstrates the possession of a sure orientation in the presentation of archaeological evidence, also establishing interdisciplinary connections; a full use of the specialist vocabulary of the discipline, and independent critical and argumentative skills.

The test will be assessed as fair if the student demonstrates the possession of a more than basic knowledge of archaeological data, supported by critical and orientation skills, with the correct use of the specialist vocabulary of the discipline.

The test will be considered sufficient if the student demonstrates that he/she has achieved an overall set of correct knowledge, albeit with some gaps and a not entirely appropriate use of the specialist vocabulary of the discipline.

They will give rise to negative evaluations: serious knowledge gaps in explaining the contents and an inadequate or missed use of the specialistic 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

Non-attending students are invited to consult the teaching material uploaded on Moodle (PPT discussed in class-room and other digital resources), through which they can integrate the study texts.

Attendance

Non-attending students must contact the professor at least three months before the exam session in which they intend to take the exam.

Course books

To allow non-attending students to compensate for what is done during lessons with independent study, the following materials referring to the same contents of the program are indicated to promote full understanding

J.J. Pollitt (a cura di), The Cambridge History of Painting in the Classical World, Cambridge 2014 (I. Bragantini, Roman Painting in the Republic and Early Empire, pp. 302-369; R. Ling, Roman Painting of Middle and Late Empire, pp. 370-427).

I. Baldassarre, A. Pontrandolfo, A. Rouveret, M. Salvadori, La pittura romana. Dall’ellenismo al tardo-antico, Milano: Motta 2002.

I. Bragantini, Una pittura senza maestri. La produzione della pittura parietale romana, JRA 17, 2004, pp. 131-145.

I. Bragantini, La pittura a Pompei nell'opera di August Mau (Berlin 1882): note di Iettura, in L'héritage germanique dans l'approche du décor antique, Bordeaux 2014, pp. 9-18

I. Bragantini, Luce e colore negli studi sulla pittura romana: una prospettiva mutevole, in Pittura, luce, colore, AIRPA 4, a cura di A. Santucci, Roma 2023, pp.  51-64.

The study text is available at the Archaeological Library (Palazzo Albani, via del Balestriere 2). Further papers will be made available in Moodle.

Assessment

Oral examination. The student must answer questions (usually three-four), also posed on the basis of drawings and/or photos of contexts and monuments covered in the course, demonstrating that he/she has learned and elaborated in a personal and adequate way the topics and methods of the discipline; knows how to correctly analyze and frame archaeological evidence, in a historical-cultural perspective; is aware of the validation processes of sources in their specificity as monument/document; knows how to finalize study texts to understand contexts, monuments, themes; has refined communication and argumentative skills by properly using the technical-scientific language of the discipline

The test will be judged excellent if the student demonstrates the possession of a sure orientation in the presentation of archaeological evidence, also establishing interdisciplinary connections; a full use of the specialist vocabulary of the discipline, and independent critical and argumentative skills.

The test will be assessed as fair if the student demonstrates the possession of a more than basic knowledge of archaeological data, supported by critical and orientation skills, with the correct use of the specialist vocabulary of the discipline.

The test will be considered sufficient if the student demonstrates that he/she has achieved an overall set of correct knowledge, albeit with some gaps and a not entirely appropriate use of the specialist vocabulary of the discipline.

They will give rise to negative evaluations: serious knowledge gaps in explaining the contents and an inadequate or missed use of the specialistic 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.

Students are invited to use and check their institutional email (@campus.uniurb.it). 

The professor meets the students in her office (Palazzo Albani,  Via del Balestriere 2 -  0722.303760 Monday-Friday 8.30-13-30).