Learning objectives
The primary objective of the course is to develop the student's critical skills and to stimulate a multidisciplinary analysis necessary for the analysis of a complex phenomenon such as that of the Italian Renaissance. Knowledge of art history must be integrated with the ability to formally read the work
Course unit content
The course illustrates the development of Renaissance art in Italy, the relationship with Rome and the Ancients, the School of Parma and the Mannerism
Bibliography
Choose a title or group of essays from the texts listed below:
R. Bartalini, Le occasioni del Sodoma. Dalla Milano di Leonardo alla Roma di Raffaello, Roma Donzelli 1996
Roma e lo stile classico di Raffaello, a cura di K. Oberhuber, catalogo della mostra (Mantova), Milano 1999
N. Dacos, Le logge di Raffaello, Roma 1986
F.Haskell-N.Penny, L'antico nella storia del gusto, Torino, Einaudi 1984
H. Voss, La pittura del tardo rinascimento a Roma e Firenze, Roma Donzelli, 1994.
A. Chastel, Il Sacco di Roma 1527, Torino 1987;
C. Falciani, Rosso fiorentino, Firenze 1996
V. Romani, Primaticcio, Tibaldi e la questione delle cose del cielo, Padova 1997+ E. Fadda, La circolazione dei modelli: calchi da Michelangelo fra Emilia e Veneto, in “Venezia Arti” vol. 28 2019, pp. 47 - 59
J. Shearman, Studi su Raffaello, Milano 2007
F. Zeri, Pittura e Controriforma, Vicenza 2001
D. Boudard, Tiziano e Federico II Gonzaga, Roma 1998
C. M. Brown, Isabella d’Este in the Ducal palace in Mantua, Roma 2005
J. Cox Rearick, The Collection of Francis I, New York 1996;
A. Chastel, Il Sacco di Roma 1527, Torino 1987
M. Hirst, J. Dunkerton, Michelangelo giovane, scultore e pittore a Roma, 1496 – 1591, Modena, 1997+ E. Fadda, La circolazione dei modelli: calchi da Michelangelo fra Emilia e Veneto, in “Venezia Arti” vol. 28 2019, pp. 47 – 59 .
E. Fadda, Michelangelo Anselmi, Torino Allemandi 2004 (su Elly)
Gerolamo Mazzola Bedoli ‘eccellente pittore e cortese e gentile oltre modo (atti della giornata internazionale di studi – Viadana 2017) a cura di E. Fadda e G. Milanesi, Viadana 2019 (su Elly)
E. Fadda, Come in Rebus, Correggio e la Camera di San Paolo, Firenze, Olschky 2018 (su Elly)
E.Fadda, Parmigianino ‘Mio amicissimo’ A Roma, in Correggio e Parmigianino. Arte a Parma nel Cinquecento, catalogo della mostra (Roma, Scuderie del Quirinale 2016) a cura di D. Ekserdjan, Silvana editoriale, Cinisello Balsamo 2016, pp. 49 – 60; con: E. Fadda, Da Parma a Casalmaggiore, Parmigianino ultimo atto in Parmigianino e la pratica dell’alchimia, catalogo della mostra a cura di F. Del Torre, E. Fadda, M. Gabriele, S. Feryno-Pagden, Silvana, Cinisello Balsamo 200, pp. 39 – 49: con. Elisabetta Fadda, Un ‘soggetto acquaticcio’: Diana al bagno. Negli affreschi di Parmigianino a Fontanellato il ritratto emblematico dei committenti, in Il mito di Diana Arte, letteratura, musica, (atti del convegno, Reggia di Venaria, 2010) a cura di A. Colturato, G. Barberi Squarotti, C. Goria, Leo Olschki, Firenze 2018, pp. 55 – 82 (su Elly)
Teaching methods
lessons and visits to the monuments of Parma
Assessment methods and criteria
The assessment will take place through an oral exam lasting about 20-30
minutes. During the examination, images and reference texts can be
shown. Students will have the texts adopted with them.The evaluation
will consist of an oral test, inherent specifically i
topics covered in the course and those included in the recommended
bibliography. A question will be on a topic chosen by the candidate. A fail
is determined by the lack of an understanding of the minimum content of
the course, the inability to express oneself adequately, by a lack of
autonomous preparation, the inability to solve problems related to
information retrieval and the decoding of complex texts, as well as an
inability to make independent judgments. A pass (18-23/30) is
determined by the student’s possession of the minimum, fundamental
contents of the course, an adequate level of autonomous preparation and
ability to solve problems related to information retrieval and the decoding
of complex texts, as well as an acceptable level of ability in making
independent judgments. Middle-range scores (24-27/30) are
assigned to the student who produces evidence of a more than sufficient
level (24-25/30) or good level (26-27/30) in the evaluation indicators
listed above. Higher scores (from 28/30 to 30/30 cum laude) are awarded
on the basis of the student’s demonstration of a very good or excellent
level in the evaluation indicators listed above
