- Docente: Maria Teresa Guaitoli
- Credits: 6
- SSD: L-ANT/07
- Language: Italian
- Teaching Mode: Traditional lectures
- Campus: Bologna
- Corso: Second cycle degree programme (LM) in Archaeology and Cultures of the Ancient World (cod. 8855)
Learning outcomes
At the end of the course, the student achieve a critical awareness
of the History of Archaeology, his methodological development, and
the news theoretical debates, from an early interest in the
antiquities to the current archaeological practice; gain
acquaintance with leading themes and their interpretation in
the studies of the history of archaeology; identify
topics that can be developed and be able to undertake a piece
of independent research.
Course contents
The course contest is divided in two sections, both of theoretical character: the first one tied up to the transformation of the concept of archaeology during the centuries, beginning from the ancient world; the second investigates the relationship of the archaeology with the contemporary world and its employment in the media system: tourism, cinema, literature, publicity.
1. Guidelines of the archaeology development
- "The present Past" (I. Hodder): the knowledge of the Past as research of the modern, through the history of Archaeology and the achievement of the scientific method
- The differents interpretations of the Antiquity
- Archaeology or "Archaeologies"?
- The relationship between archaeology and politics: the search for identity and the birth of "nationalism".
- "Archaeology: the Loss of Innocence" (D.L. Clarke) and the theoretical debate: the New Archaeology, the post-processualism and the news studies
- The news researches: the Gender Archaeology and the global and the planetary Archaeology
- Archaeology as media: archaeology and tourism, archaeology and the cinema
Readings/Bibliography
1: Guidelines of the archaeology development, compulsory reading (one choice of their books:)
- History of the Archaeology
A. SCHNAPP, La conquista del Passato, Milano 1994
G. PUCCI, Il passato prossimo. Le scienze dell'antichità alle
origini della cultura moderna, Roma 1993
G. CALCANI, Storia dell'archeologia: il passato come ricerca di
attualità , Roma 2007
M. BARBANERA, Storia dell'archeologia classica in Italia: dal 1764 ai giorni nostri, Bari 2015
A. CARANDINI, La forza del contesto, Roma-Bari 2017
- The relationship with the Antiquity
J. BOARDMAN, Archeologia della nostalgia. Come i Greci reinventarono il loro passato, Milano 2004
S. SETTIS, Futuro del classico, Torino 2004
- The "differents" Archaeologies
2.: The meaning of the Archaeology in the contemporary society: compulsory reading (one choice of their books:)
- The Theoretical Archaeology:
E. GIANNICHEDDA, Archeologia teorica, Roma 2016 (new edition)
N. TERRENATO (ed.), "Archeologia teorica. X Ciclo di lezioni sulla ricerca applicata in Archeologia. Certosa di Pontignano (Siena) 9-14 agosto 1999", Firenze 2000
I. HODDER, Reading the Past: current approaches to interpretation in archaeology, Cambridge 2003; or IDEM, The present Past: an introduction to anthropology for archaeologists, London 1982
M. RAMAZZOTTI, Archeologia e semiotica: linguaggi, codici, logiche e modelli, Torino 2010
- News researchs:
D. MANACORDA, Lezioni di Archeologia, Roma 2008
M. CUOZZO, A. GUIDI, Archeologia delle identità e delle differenze, Roma 2013
M. O.H. CARVER, Making Archaeology happen. Design versus Dogma, London 2013
M. Modolo, S. Pallecchi, G. Volpe, E. Zanini (eds.), Una lezione di archeologia globale. Studi in onore di D. Manacorda, Edipuglia, Bari 2019
- Archaeology and media-system:
N. HIMMELMANN, Utopia del passato, Bari 1981
M. MELOTTI, Mediterraneo tra miti e turismo. Per una sociologia del turismo archeologico, Milano 2007
M. MELOTTI, Turismo archelogico: dalle piramidi alle Veneri di plastica, Milano 2008
G. PUCCI, I padri di Indiana Jones: prolegomeni ad ogni archeologia futura che voglia presentarsi come mito, in "Studi urbinati di cultura classica", 64, 1991, pp. 247-273
F. SLAVAZZI, L'immagine dell'antico nel Fellini-Satyricon, in Fellini-Satyricon. L'immginario dell'antico, R. DE BERTI, E. GAGETTI, F. SLAVAZZI (eds.), Milano 2009, pp. 59-92
E: GAGETTI, La percezione dell'antico. I Romani di Fellini-Satyricon tra Musei Capitolini e "Harpers Bazaar", in Fellini-Satyricon. L'imaginario dell'antico, R. DE BERTI, E. GAGETTI, F. SLAVAZZI (eds.), Milano 2009, pp. 165-252
E. THEODORAKOPOULOS, Ancient Rome at the cinema: story and spectacle in Holliwood and Rome, Bristol Phoenix 2010
C. DE MITRI, L'archeologo di celluloide.Presenze archeologiche nel cinema occidentale del XX secolo, pdf on-line
E. MOORMANN, Pompeii's Ashes. The reception of the cities Buried by Vesuvius in Literature, Music and Drama, Berlin and Boston 2015
In case, to depeen through the lectures:Il mondo dell'archeologia, vol. 1, Enciclopedia Italiana, Roma 2002
Other bibliography, during the lessons
The course for students who have no prior knowledge , can be integrated in advance by reading the manual : D. Manacorda , Prima lezione di archeologia , Roma - Bari , 2004 (available at the Library of the Archaeology Section Discs )
All texts to suggest, are available in the library of the Department of the History and Cultures -DiSCi - Archaeology Section
Attending students are required to prepare one manual to be chosen from those indicated in the section "Introduction texts", and another text chosen on a specific topic, as well as presenting a review of specific articles listed in the bibliography s.v. Archeology and media-system.
Non-attending students must agree on the program with the professor and supplement it with additional reading, in addition to those already indicated for attending.
Teaching methods
Conventional Lessons, seminars and workshop integrated with a lectures.
The method followed in the first part of the course is the conventional lecture , which will follow in the second half , setting seminar , in order to exercise and develop the skills , abilities and interests of students , through the thematic discussion on sigbificato and the value of archeology in the modern world . Students will also have to review , in the final part of the course , a reading choice , agreed with the professor. Active mediators, such as direct experience throught objects, visits or experiments, and iconic mediators (films, digital devices, photographs etc.) can also be used.
In order, to share a participatory approach and interaction with the professor that has a positive feedbackon the expectation of the students, we will administer a questionnaire inbound, in itinere and final, to assess the feedback and calibrate the course on the real needs of boths knowledge and expectations in professional field. The questionnaire will cover both the expectations, objectives, contents and skills that the students aspire to achive, but also the minitoring of previous knowledge for the possible creation of working groups betwen students whit different skills, to try to fill gaps and respond to the concept of “problem solving” or to submit a “case-study”.
The frequency is recommended, in how much important to understand the complexity of the discipline and as orientation in sight of the examination.
Assessment methods
Assessment is by oral examination. This usually consists of
questions, some pertaining to the overview lecture part
and reading, and others related to specific topics examined
in the course. The examination is intended to assess the level of
knowledge and understanding gained by students.
In order to enhance skills and interests of the
students, teaching will be structured on a seminar
basis. To this purpose, students may also elect to
deliver seminar papers or hand in written essays on specific
individual research topics.
The assessment will thus consider the student's:
- knowledge and understanding of the topics covered;
- ability to summarise and analyse themes and concepts;
- familiarity with the terminology associated with the subject and his ability to use it effectively.
Top marks will be awarded to a student displaying an ability to provide an overall understanding of the topics discussed during the lectures, combined with a critical approach to the material and a confident and effective use of the appropriate terminology(30L/30)
Average marks will be awarded to a student who has memorized the main points of the material and is able to summarise them satisfactorily and provide an effective critical commentary, while failing to display a complete command of the appropriate terminology (from 25 in order).
A student will be deemed to have failed the exam if he displays significant errors in his understanding and failure to grasp the overall outlines of the subject, together with a poor command of the appropriate terminology.
The exam sessions are monthly (except August) and distributed approximately between 15 and 20 of each month.
The students can enroll in the examination through the system Almaesami.
Teaching tools
To use in during to the lessons: slides projector,presentasion (PP), CD-ROM, DVD ; presentation (PP) is at students disposisional.
The use of the video projector is aimed at the presentation in PP , as the guideline of the lesson , and for watching movies ; PP presentations will be provided to students at the end of the course to help prepare the examination .
Links to further information
Office hours
See the website of Maria Teresa Guaitoli
SDGs
This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.