Learning objectives
-Knowledge and understanding
Students will develop knowledge and comprehension competence in the field of ancient town planning thanks to the use of different sources (manuals, books and scientific articles, lectures, online learning objects etc.) regarding foundation topics and advanced research in the field of greek and roman town. Competences acquired in the first cycle will be strengthened and expanded allowing students to elaborate and apply original ideas.
-Applying knowledge and understanding
Students will be able to apply the knowledge and understanding skills useful to participate with high responsibility functions to activities aimed at the protection, management and enhancement of archaeological heritage in urban context; they will be able to master the archaeological sources and the techniques of investigation on the ancient greek and roman city; they will be aware of the consistency and the thickness of the greek and roman archaeological heritage even in its urban components; they will know how to assess and connect, in their aspects of topography and urban architecture, urban planning and urbanology, the classical settlements and to place them in their proper historical-cultural and socio-communicative context; they will be able to collaborate with responsible roles in possible archaeological excavation and survey activities and other activities in the field.
-Making judgements
Students will be able to collect and interpret data to determine autonomous judgements in in the field of ancient town planning, including cross-cultural and interdisciplinary thinking on cultural and intercultural, scientific and ethical topics connected to the judgements expressed. Students will be able to integrate their knowledge, manage complexity and make judgements based on limited or incomplete data.
-Communication skills
Students will be able to convey information, ideas, problems and solutions to specialists and non-specialists. Students can make conclusions clearly and through the support of their knowledge. They will also be able to explain the reasons for their conclusions.
-Learning skills
Students will develop learning skills useful to continue studying autonomously and in a self-directed way in lifelong learning education.
Prerequisites
The attendance of the master module of Ancient Town Planning presupposes the acquisition of the skills of the three-year exam of Archeology of the Classical World
Course unit content
The course will examine the construction and management of the ancient city as the coefficient of identity and consent in the greek-roman world. The urban model will be investigated, such as diagnostic tools, the main factors of development and territorial control, settlement programs, the plan, the structural setting and infrastructure, the architectural language, techniques, building codes, urban design. The birth of the city will be historicized in relation to the construction and evolution of political, social and cultural life of the classical world: the Roman world will be exemplified phases of continuity with the pre-Roman settlements, the new foundations, interventions sillan and municipal phases triumviral and Augustan, the encoding of the imperial age. The semantic systems and their narrative tools of the Roman city will be exemplified in the specific contexts of ancient Italy, with particular regard to Rome and the Roman cities in the first imperial age: the realities of settlement minors will be demonstrated in structuring urban sense as the coefficient of aggregation socio-political and civic identity and the progressive definition of their shape in relation to the dialectic between political hierarchies established and emerging power groups; Rome will address the construction of a monumental architectural concrete instrumental party in power of the ruling dynasty, which will be located in the expressive language of ancient written sources, the epigraphic and numismatic, in the characters of street furniture in the topics introduced by the decorative programs monumental, licensing expressive claimed by the story of pictorial and sculptural images. The examination of the lymphatic system of the city will see, finally, the contribution of humanistic skills and techniques required in the professional archaeologist who work in urban areas with continuity of life: preventive archeology, archival research, aerofotointerpretazione archaeological, geological surveys, mapping of urban environments, virtual archeology will be proposed as a means of recognition of the urban form in the ancient city of modern and contemporary.
Full programme
-Programma per studenti frequentanti che seguono le lezioni in presenza o a distanza in modalità sincrona partecipando in maniera continuativa alle attività e ricerche previste all'interno del corso e concordate con la docente:
1. Appunti dalle lezioni
2. P. Zanker, La città romana, Bari, Laterza, 2013
3. A. Morigi, La città punica, Lugano, 2007 [capitoli 1-7, pp.1-75]
4. A. Morigi, Bononia 2.0. Urbanistica antica e progettazione urbana contemporanea, Cesena, Stilgraf, 2016 [capitolo 1, pp.1-40]
-Programma per studenti non frequentanti:
1. P. Zanker, La città romana, Bari, Laterza, 2013
2. A. Morigi, La città punica, Lugano, 2007 [capitoli 1-7, pp.1-75]
3. A. Morigi, Bononia 2.0. Urbanistica antica e progettazione urbana contemporanea, Cesena, Stilgraf, 2016 [capitolo 1, pp.1-40]
4. A. Morigi, C. Quintelli (a cura di), Fondare e ri-fondare. Parma, Reggio e Modena lungo la via Emilia romana, Padova, Il Poligrafo, 2018 [sezione di archeologia, pp. 1-70]
5. A. Morigi, Il linguaggio urbano. Segno, sopravvivenza e semantica dell’antico nel ponte di Parma e nelle città romane lungo la via Emilia, in La città e le sue metamorfosi, Bologna, Patron, 2020 [pp. 77-104].
Bibliography
-Programma per studenti frequentanti che seguono le lezioni in presenza o a distanza in modalità sincrona partecipando in maniera continuativa alle attività e ricerche previste all'interno del corso e concordate con la docente:
1. Appunti dalle lezioni
2. P. Zanker, La città romana, Bari, Laterza, 2013
3. A. Morigi, La città punica, Lugano, 2007 [capitoli 1-7, pp.1-75]
4. A. Morigi, Bononia 2.0. Urbanistica antica e progettazione urbana contemporanea, Cesena, Stilgraf, 2016 [capitolo 1, pp.1-40]
-Programma per studenti non frequentanti:
1. P. Zanker, La città romana, Bari, Laterza, 2013
2. A. Morigi, La città punica, Lugano, 2007 [capitoli 1-7, pp.1-75]
3. A. Morigi, Bononia 2.0. Urbanistica antica e progettazione urbana contemporanea, Cesena, Stilgraf, 2016 [capitolo 1, pp.1-40]
4. A. Morigi, C. Quintelli (a cura di), Fondare e ri-fondare. Parma, Reggio e Modena lungo la via Emilia romana, Padova, Il Poligrafo, 2018 [sezione di archeologia, pp. 1-70]
5. A. Morigi, Il linguaggio urbano. Segno, sopravvivenza e semantica dell’antico nel ponte di Parma e nelle città romane lungo la via Emilia, in La città e le sue metamorfosi, Bologna, Patron, 2020 [pp. 77-104].
Teaching methods
Distance frontal teaching integrated by video links with archaeological areas and museums useful to guarantee the student the necessary contact with the archaeological find and context and enriched by spaces for interaction with students and any individual or group work; on-site teaching with stratigraphic excavation and archaeological survey as part of the SFERA Program and compatibly with the evolution of the health emergency Covid-19
Assessment methods and criteria
Oral exam.
The oral exam will be based on a discussion about the written part and of
topics dealt with during the classes and through the study of materials
and books assigned.
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.
Other information
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