The course analyzes through several relevant case studies the urban landscapes of ancient Rome during the regal, republican, and imperial periods, focusing on the techniques and methods used by digital archaeology to acquire, catalog, systematize, investigate, reconstruct, and communicate the contexts and systems of ancient periods, with particular emphasis on the Greek and Roman eras. By the end of the lessons, students will be able to understand the correct procedures to apply for the collection and analysis of different types of documents (stratigraphies, artifacts, architectures, etc.) necessary for investigating and understanding the processes, contexts, and landscapes that characterized various ancient historical periods. They will thus have acquired the foundational knowledge needed to effectively handle the range of digital (and non-digital) tools required for data collection and processing, in order to develop hypotheses to present to the scientific community and create cultural products for the enhancement and public enjoyment of the results of their research.

The course includes lectures aimed at understanding, starting from the analysis and reconstruction of the urban landscapes of Rome, the correct application of procedures and digital (and non-digital) tools used in archaeological research. The program follows the thread of archaeological analysis and the reconstruction of Roman urban landscapes throughout its history. Based on this premise, the course considers the challenges of heuristic methods that archaeology has faced during its development as a scientific discipline and the solutions that have been adopted and utilized. As the persistencies or breaks within the urban landscape of Rome are highlighted, the methods and procedures that have allowed for its reconstruction (stratigraphic excavation, stratigraphic reading of ancient architectures, and landscape archaeology) are discussed. Additionally, the three main tools of archaeology (typology, stratigraphy, and topography) are illustrated, along with explanations of the differences between relative and absolute chronology. The process necessary for developing phase and period maps that capture urban landscapes is also addressed. Besides Rome, the case study of Villa Adriana is presented. Based on this research, the tools necessary for 2D and 3D field surveying are explained. Topics related to digital data acquisition from the ground and those related to data acquisition through, for example, the use of drones or satellite images are covered. The main methods of geophysical acquisition are also introduced. Finally, the nature, modes of use, and utility of the results of such acquisitions (e.g., point clouds, aerial photographs from drones) for archaeological research are discussed. A summary of what has been learned in previous lessons is provided to show how the use and processing of data, particularly from remote sensing, serve as the means to obtain the tools necessary for the stratigraphic reading of contexts, enabling a scientific analysis and proposal of the synchronic and diachronic history of the analyzed contexts.

Not any

Knowledge and Understanding: The student must demonstrate, through an oral interview, that they have learned and processed the content and methodological foundations of the discipline. The candidate should be able to recognize and appropriately contextualize the presented contexts and materials within the historical and cultural period of reference.

Applied Knowledge and Understanding: Additionally, the student must demonstrate possession of analytical and conceptual tools for interpreting archaeological data, being able to integrate acquired content into the historical, economic, and social framework of reference.

Judgment Autonomy: The student must show the ability to maturely and independently discuss issues related to the course topics, placing them in broader interdisciplinary contexts.

Communication Skills: By the end of the course, the student should acquire adequate competencies and tools to present information appropriately and consciously, using the technical-scientific language appropriate to the field of study.

Learning Skills: The student should have developed the learning skills necessary to undertake further studies and in-depth investigations 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

A) Alongside the lectures, there will be seminars conducted by external instructors, doctoral candidates from research institutes (e.g., CNR), or digital laboratories dedicated to cultural heritage (e.g., DigiLab), or professionals from the digital entrepreneurship sector. Names, specific content, and schedules will be communicated during the lectures.

B) Some sessions will focus on learning the methods of using major 3D surveying equipment such as laser scanners and drones.

C) Finally, in agreement with the participants, it is possible to organize a guided visit to the Villa Adriana, Ostia, Pompei site to observe on-site how the products of 3D surveying (e.g., point clouds, vector plans) transition to stratigraphic analysis and the reconstruction of ancient architectures for a better understanding of their evolution over time.

D) Throughout the course and before the assessment session, students can schedule a meeting with the instructor via email (fabio.cavallero@uniurb.it) to address any doubts or difficulties in exam preparation.

Teaching

Lectures will be conducted using PowerPoint presentations, incorporating both theoretical and practical-laboratory approaches involving three-dimensional surveying equipment and software for the drawing and spatial analysis of data.

Innovative teaching methods

The course content will allow the application of the following innovative teaching methods:

Debate: Students will engage in regulated debates on certain topics, facilitated by the instructor. Possible challenges for research posed by the use of recent surveying technologies (such as laser scanners, drones, etc.) and cultural communication tools (3D reconstructions, VR headsets, etc.) will be discussed. Specific case studies (films, multimedia content, etc.) where the use of modern technologies lacked adequate historical-archaeological study will be considered.

Problem-Based Learning: After introducing research and surveying tools for large ancient monumental complexes, student workgroups will be formed, each assigned in-depth studies related to specific technologies used during archaeological analysis.

Learning by Doing: Students will have the opportunity to learn, through practical usage, the application of surveying instruments such as drones and VR headsets for cultural communication.

Flipped Classroom: Students will collaborate on a joint project involving the digitization and analysis of an ancient context throughout the course. Each week, students themselves will present the progress of this project.

Attendance

Due to the technical nature of the topics and the practical sessions involving equipment, regular attendance is strongly recommended.

Course books

Of the following texts, the parts indicated during the course:

A. Carandini, P. Carafa, Atlante di Roma Antica, Milano 2012.

P. Carafa, "Storie dai contesti. Metodologie e procedure della ricerca archeologica" Milan 2022.

Assessment

The questions posed during the oral exam are aimed at understanding whether the candidate has acquired knowledge of the methodologies, methods, and various procedures (both traditional and related to digital archaeology) used in archaeological research. The candidate must also demonstrate a developed critical selection capacity regarding the main digital tools and the related techniques employed for the collection of different types of documents necessary for reconstructing the past. During the interview, the correct use of various terminologies related to the different tools employed in digital data acquisition (e.g., total station, laser scanner), their subsequent analysis, and their final recomposition (e.g., archaeological maps, phase and period plans) is required. The student must also show an understanding of the process that transitions from using remote sensing technologies to the correct application of the acquired data. Finally, the ability to accurately represent simple cases of horizontal and/or vertical stratigraphies in a stratigraphic diagram (matrix) is requested.

Excellent evaluations will be given for performances demonstrating the student's possession of critical skills, a clear presentation of contexts with established connections, and the appropriate use of specialized vocabulary.

Satisfactory evaluations will be granted for performances indicating a more than basic knowledge of the content, supported by critical and orientation skills using the technical language of the discipline.

Passable evaluations will be assigned for performances demonstrating the student's attainment of minimal knowledge, despite some educational gaps, and the use of somewhat inappropriate language.

Negative evaluations will be given for performances highlighting the student's difficulty in orienting themselves regarding the topics, serious knowledge gaps, and the failure to use technical vocabulary.

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 must refer to the same bibliography as attending students, which will be supplemented with the information provided by the teacher during class. To enable non-attending students to compensate for what was covered during the lessons through independent study, some supplementary readings are suggested. These readings are not mandatory but are recommended for addressing some of the topics covered in the course.

Attendance

Not any

Course books

Of the following texts, the parts indicated during the course:

A. Carandini, P. Carafa, Atlante di Roma Antica, Milano 2012.

P. Carafa, "Storie dai contesti. Metodologie e procedure della ricerca archeologica" Milan 2022

Recommended Readings:

Forte M., Campana S. (eds.), Digital Methods and Remote Sensing in Archaeology. Archaeology in the Age of Sensing. Springer 2016.

Lock G., Using Computers in Archaeology Towards Virtual Pasts, London 2003.

Dell’Unto N., Landeschi G., Archaeological 3D GIS, London and New York 2022.

Assessment

Oral exam

The questions during the oral exam aim to assess whether the candidate has acquired knowledge of the methodology, methods, and various procedures (both traditional and related to digital archaeology) used in archaeological research. The candidate must also demonstrate a critical understanding of the main digital tools and techniques used for collecting different types of documents necessary for reconstructing the past. During the interview, correct use of the various terminologies related to different tools used in digital data acquisition (e.g., total station, laser scanner), their subsequent analysis (e.g., GIS, BIM), and their final reconstruction (e.g., archaeological maps, phase plans, period plans) is required. The ability to correctly represent non-complex cases of horizontal and/or vertical stratigraphy in a stratigraphic diagram (matrix) is also expected. For non-attending students, the results of the projects agreed upon with the instructor at least three months before the chosen exam session (see above) are also evaluated.

Excellent evaluations will be given for performances demonstrating the student's possession of critical skills, a clear presentation of contexts with established connections, and the appropriate use of specialized vocabulary.

Satisfactory evaluations will be granted for performances indicating a more than basic knowledge of the content, supported by critical and orientation skills using the technical language of the discipline.

Passable evaluations will be assigned for performances demonstrating the student's attainment of minimal knowledge, despite some educational gaps, and the use of somewhat inappropriate language.

Negative evaluations will be given for performances highlighting the student's difficulty in orienting themselves regarding the topics, serious knowledge gaps, and the failure to use technical vocabulary.

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.

During the course and before the evaluation session, students, by appointment via email (fabio.cavallero@uniurb.it), can request a meeting with the professor for any doubts or difficulties in exam preparation.

Students are encouraged to regularly access the Moodle platform › blended.uniurb.it and check their institutional email.

The professor holds office hours and exams in his office at Palazzo Albani (entrance at via del Balestriere 2 - 0722.303756).