Knowledge and understanding of the causes and appearance of degradation of the support of textile artefacts. Acquisition of notions relating to restoration interventions carried out in the past with traditional techniques and innovative and current interventions. At the end of the course, the student will be able to recognize and create traditional and innovative linings, and the different techniques for repairing discontinuities in the support will be addressed. The student will acquire mastery in the knowledge of innovative materials and when to use them depending on the intervention to be carried out.

1. In-depth study of the rheological behavior of materials and analysis of the degradation phenomenology (causes and appearance) of the textile support (5 HOURS)

2. Description of interventions on textile supports. Illustration of historical techniques and traditional methods of restoration. Illustration of case studies and exemplary restorations (5 HOURS)

3. Description of innovative technologies applied to textile supports: lining and non-lining, inserts, repairs of discontinuities. Lining with synthetic products. (5 HOURS)

4. Description of innovative materials on the market and management of their use (5 HOURS)

5. Laboratory activities and exercises on models: traditional and synthetic linings, creation of inserts and repairs of discontinuities (55 HOURS)

6. Laboratory activities and exercises on real works depending on the availability of the laboratory and the needs of the works (50 HOURS)

Each section can be attended by having followed the previous one with at least 75% attendance and in the following order: Section 2.1

Section 2.2

Section 2.3

Section 2.4

D1 - Knowledge and Understanding

The course aims to provide the student with an in-depth knowledge of the causes and aspects of degradation of textile supports, including the phenomena that lead to their deterioration. The student will acquire a solid understanding of traditional and modern restoration techniques, with a particular focus on lining, patching, and innovative interventions. The main historical restoration techniques will be examined, as well as the analysis of innovative materials currently available for this field.

D2 - Applying Knowledge and Understanding

At the end of the course, the student will be able to apply the acquired knowledge to recognize and perform both traditional and innovative linings on textile supports. Additionally, the student will be able to address issues related to support discontinuities using appropriate patching techniques and applying the most suitable materials for each type of intervention. Practical laboratory activities will further develop the ability to apply both traditional and innovative methodologies in restoration contexts.

D3 - Making Judgments

The student will acquire the ability to independently judge the most appropriate restoration technique to apply based on the specific characteristics of degradation and the type of textile support. They will be able to assess the effectiveness of different materials and proposed interventions, drawing from both theoretical knowledge and practical experience gained throughout the course. Judgment autonomy will also be fostered through critical reflection on case studies and exemplary restorations analyzed in class.

D4 - Communication Skills

By the end of the course, the student will be able to clearly and effectively present and argue a restoration project, both in written and oral form. They will also be capable of adequately documenting the restoration process, explaining the technical choices and materials used. Practical exercises and in-class discussions will help enhance communication skills in academic and professional settings.

D5 - Learning Skills

The student will develop the ability to independently learn about new techniques and technologies applicable to the restoration of textile supports by utilizing bibliographic and scientific resources. They will be able to stay updated on innovations in the field, evaluating the compatibility of new materials and methods with ongoing restoration projects. Independent management of scientific resources and the ability to integrate new content will be supported by both theoretical and practical activities in the course.

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

Teaching

Frontal lessons and laboratory lessons

Attendance

After attending at least 75% of each individual laboratory section, students can take the corresponding partial exam during official exam sessions.

Once students have completed the partial exams for all four sections and the integrative module, the final exam will be recorded during the official exam sessions with a single evaluation resulting from the average of the partial grades. The final grade calculation is as follows:

• Average of partial grades: 95%

• Integrative module grade: 5%

Course books

1. G.A. BERGER, La foderatura, metodologia e tecnica, Nardini Editore, Firenze 1992, pp. 9-57. 

2. BORGIOLI L., CREMONESI P., Le resine sintetiche usate nel trattamento di opere policrome, Collana i Talenti, 17, Il Prato, 2005.

3. DE LUCA D., Foderature trasparenti: indagini preliminari su alcuni tessuti sintetici, in “Progetto Restauro”, n. 69, 2015, Il Prato, pp.34-40.

4. DE LUCA D., I manufatti dipinti su supporto tessile. Vademecum per allievi restauratori, 3° edizione ampliata e aggiornata, Il Prato, Padova 2021, pp. 43-62, 87-101, 129-149.

5. FINOZZI A., Esperienze recenti di non foderatura, in: Dipinti su tela problemi e prospettive per la conservazione, Giornata di studio, Ferrara 1 Aprile 2006, Il Prato Editore, pp. 85-93.

6. FLOCK H., DIEBELS S., JÄGERS E., DEMUTH P., New Investigation of adhesives for tear repair of canvas paintings, in Science in Conservation, Vol. 66, n.6, 2021, pp. 321-341

7. LAROCHE J., SACCARELLO M.V., La foderatura dei dipinti: due tradizioni a confronto, in “Kermes”, n.25, Gennaio- Aprile 1996, Nardini Editore, Firenze

8. HACKNEY S., Rifoderare, foderare, togliere le vecchie foderature, in “Progetto Restauro”, anno 12 n. 44 autunno 2007, Il Prato, Padova 2007, pp. 34-39.

9. MEHRA V.R., Foderatura a freddo. I testi fondamentali per la metodologia e la pratica, Nardini Editore, Firenze 2004, pp 19-81.

10. MORALES-MARTÍN D., SÁNCHEZ ORTIZ A., El concepto de mínima incervención en el soporte de tela pintado, in Kermes, 121, 2021, pp. 55-60.

11. ORATA L., Tagli e strappi nei dipinti su tela. Metodologie di intervento, Nardini Editore, Firenze 2010, pp.13-42.

12. ROSSI DORIA M., I trattamenti di consolidamento strutturale dei dipinti su tela fra sperimentazione e tradizione: aggiornamenti a partire dalla tradizione romana, in: Dipinti su tela problemi e prospettive per la conservazione, Giornata di studio, Ferrara 1 Aprile 2006. Il Prato Editore, pp. 107-118.

13. SPERANZA L., VERDELLI M., PRESENTI N., Moderne tecniche nelle foderature trasparenti

dei dipinti, in Kermes, 46, 2002, pp. 59-69.

14. SECCO SUARDO G., Il restauratore di dipinti, Quarta edizione aggiornata, Ulrico Hoepli, Milano 1927, pp.247-287, 302.

Assessment

To take each partial exam, students must submit a Technical Report agreed upon with the relevant instructor at the end of the laboratory activities. The report should be sent via email at least two weeks before the exam to the instructors in digital format.

The final grade for the partial exam will be the percentage sum of three components: Laboratory, Written Report, and Oral Exam. The evaluation criteria are as follows:

• Laboratory (40%):

  • 18 if the student meets the minimum attendance requirement

  • 19 to 28 for good manual skills

  • 28 to 30 if the student actively participates and interacts with the group

• Written Report (20%):

  • 18 to 25 if the report covers all the topics discussed

  • 25 to 28 if the report demonstrates appropriate technical language and relevant examples

  • 28 to 30 if all elements of the report are fully and comprehensively illustrated

• Oral Exam (40%):

  • 18 to 23 for incomplete answers lacking appropriate language

  • 24 to 28 for complete answers with suitable language

  • 28 to 30 if the student demonstrates the ability to process and interpret acquired knowledge

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.