10064 - Museology and History of Collecting

Learning outcomes

The coursework is meant to provide students with a deep knowledge of the various forms and types of museums, from their earlier stages and shapes, both ritual and spontaneous that went along with private and public collections.

Course contents

The coursework is meant to provide students with a deep knowledge of the various forms and types of museums, from their earlier stages and shapes, both ritual and spontaneous that went along with private and public collections. From the embryonic forms like small chambers, Wunderkammers, galleries, naturalia and mirabilia, to specific buildings devoted to the arts, like historical residences rich with different cultural layers, to museum networks and to spread-out museums in order to involve the people, with relevance to environments, history and traditions. Thus, museology contributes to speculate about reality and the role of museums in contemporary culture and evolution, including the theories and the cultural references that brought them to life. Such arguments came to life in the 1960s, as Europe and Amercia started to discuss the purpose of museums in society, with relevance to territories and cultural policies. The new museum projects were born on such basis, whether they enshrined first tier collections or non-material riches, and the nature of their exhibition paths reflect such cultural repertoires, with the task of enabling people and places with instruments and solutions to undestrand both past and present, theories and controversies, while addressing the communal conscience. The usual educational spirit that gave birth to modern museums has thus evolved along with the various means of information and of communication for the large public. New technologies and new media play now a key role that may often lead to some big-time events where the sake of the show itself will overshadow the mere and most important work of art that should be the main attraction. Contemporary museums will therefore contribute to the growth of the communities, both socially and culturally, with a special glimpse toward the revenue factor. And as that is one of the key elements of the new “museum business”, it too will be the focus of lessons and tours canvassing the museums.

Readings/Bibliography

Bibliography:

• M.T. Fiorio, Il museo nella storia. Dallo “studiolo” alla raccolta pubblica, Milano, Mondadori, 2011

 

• C. De Benedictis, Per una storia del collezionismo italiano. Fonti e documenti, Firenze, Ponte alle Grazie, 1991 (e ss. ed), limitatamente alle pp. 1-144 (ovvero la prima parte Per la storia del collezionismo)
  
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• Mostre-spettacolo e musei: i pericoli di una monocultura e il rischio di cancellare le diversità culturali, documento ICOM 2004 e della Conferenza Nazionale delle Associazioni Museali, scaricabile dai siti < www.anmli.org >o < www.icom-italia.org
  

 

Also for students of the historical-artistic programme:

• R. Fontanarossa, La capostipite di sé. Una donna alla guida dei musei. Caterina Marcenaro a Genova 1948-'71 (con prefazione di Tommaso Casini), Roma, Etgraphiae, 2015

and for students of the archeological programme: 

• S. Costa-M.L. Pagliani, Arte, archeologia e pubblico, Bologna, Bononia University Press,2017
  

 

Non-attending students are expected to complement bibliographic material with:

• K. Schubert, The Curator’s Egg, London, 2000 (trad. it. Museo. Storia di un’idea, Milano, Il Saggiatore, 2004 e ss. ed.).

Teaching methods

Traditional lectures.

The method used involves the active partecipation of the students who are invited to speak during the lessons with observations. All this makes the lessons a chance to exchange views and debate.

Assessment methods

The examination will take place through individual interviews.

The test will consist of an oral examination in which the candidate will demonstrate that they have assimilated the content of the lesson, both in terms of fundamentals and in terms of references. Will be evaluated, as well as the degree of preparation, properties of language, knowledge of the authors which reference is made, the ability to build a speech critically aware. Training gaps, imprecise language, only rote learning will be evaluated negatively.

- Those students who show developed analytical skills of selected readings and their correct contextualization within a complete vision of the issues discussed during lectures will be given a mark of excellence. Mastering of field-specific language and good expression during the examination will also be required (28-30 con lode).

- Those students who show mnemonic knowledge of the subject and a superficial analysis of selected readings, as well as a correct but not always appropriate mastering of the field-specific language will be given a satisfactory mark (23-27/30).

- Those students who will show vague knowledge and superficial understanding of selected readings, limited analytical skills and a not always appropriate expression will be given a ‘pass’ mark roughly (18-22/30).

- Those students who show gaps in their knowledge and lack of familiarity with selected readings will not be given a ‘pass’ mark.

Teaching tools

The lectures will be supported by modern digital projection of images and the use of multimedia tools.

 

Office hours

See the website of Raffaella Fontanarossa