Ateneo - UPO

Fundamentals of Late Antique and Medieval Archaeology

The course consists of two modules, 'Late Antique Archaeology' and 'Medieval Archaeology A'; each one includes notes and specific readings. Two programmes are foreseen for attending and non-attending students.
Attending students:
1) "Appunti" of both the courses and images folders (on DIR)
2) V. FIOCCHI NICOLAI, Le catacombe cristiane: origini e sviluppo, in Aurea Roma. Dalla città pagana alla città cristiana, Catalogo della mostra (Roma 22 dicembre 2000-20 aprile 2001), a cura di E. Ensoli e E. La Rocca, Roma 2000, pp. 301-308.
3) R. SANTANGELI VALENZANI, Edilizia residenziale in Italia nell’altomedioevo, Roma 2011, pp. 15-32.
4) V. FIOCCHI NICOLAI, M. SANNAZARO, Santuari rurali: caratteri e funzioni, in Martiri, santi, patroni: per una archeologia della devozione, Atti X Congresso Nazionale di Archeologia Cristiana, a cura di A. Coscarella, P. De Santis, Arcavacata di Rende 2012, pp. 199-229
/https://www.academia.edu/30612305/Santuari_rurali_caratteri_e_funzioni_in_Martiri_santi_patroni_per_una_archeologia_della_devozione._Atti_X_Congresso_Nazionale_di_Archeologia_Cristiana_Universit%C3%A0_della_Calabria_15-18_settembre_2012_Cosenza_2012_pp._199-229_in_collaborazione_con_M._Sannazaro_
5) G. CANTINO WATAGHIN, La città nell’Occidente tardoantico: riflessione sui modelli di lettura della documentazione archeologica, in Trent’anni di studi sulla tarda antichità: bilanci e prospettive, Atti del convegno internazionale (Napoli, 21-23 novembre 2007), a cura di U. Criscuolo e L. De Giovanni, Napoli 2009, pp. 61-76.
6) E. DESTEFANIS, Archeologia dei monasteri altomedievali tra acquisizioni raggiunte e nuove prospettive di ricerca, in "Post-Classical Archaeologies", 1, 2011, pp. 349-382.
7) A. AUGENTI, Archeologia dell’Italia medievale, Roma-Bari 2016.
8) A. MOLINARI – P. ORECCHIONI, La dinamica dei consumi attraverso le fonti archeologiche. secoli VIII-XV, in La crescita economica dell’Occidente medievale. Un tema storico non ancora esaurito, Atti del convegno internazionale, Pistoia, 14-17 maggio 2015, Roma e Pistoia 2017, pp. 255-276 https://www.academia.edu/32768957/MOLINARI_A._-_ORECCHIONI_P._2017._La_dinamica_dei_consumi_in_La_crescita_economica_dell_occidente_medievale._Un_tema_storico_non_ancora_esaurito_Atti_del_convegno_Atti_del_venticinquesimo_Convegno_Internazionale_del_Centro_Italiano_di_Studi_di_Storia_e_d_Arte_di_Pistoia_pp._266-276

Non attending students:
1) "Appunti" of both the courses and images folders (on DIR)
2) V. FIOCCHI NICOLAI, Le catacombe cristiane: origini e sviluppo, in Aurea Roma. Dalla città pagana alla città cristiana, Catalogo della mostra (Roma 22 dicembre 2000-20 aprile 2001), a cura di E. Ensoli e E. La Rocca, Roma 2000, pp. 301-308.
3) R. SANTANGELI VALENZANI, Edilizia residenziale in Italia nell’altomedioevo, Roma 2011, pp. 15-32.
4) V. FIOCCHI NICOLAI, M. SANNAZARO, Santuari rurali: caratteri e funzioni, in Martiri, santi, patroni: per una archeologia della devozione, Atti X Congresso Nazionale di Archeologia Cristiana, a cura di A. Coscarella, P. De Santis, Arcavacata di Rende 2012, pp. 199-229 https://www.academia.edu/30612305/Santuari_rurali_caratteri_e_funzioni_in_Martiri_santi_patroni_per_una_archeologia_della_devozione._Atti_X_Congresso_Nazionale_di_Archeologia_Cristiana_Universit%C3%A0_della_Calabria_15-18_settembre_2012_Cosenza_2012_pp._199-229_in_collaborazione_con_M._Sannazaro_
5) F. MARAZZI, Città, territorio ed economia nella tarda antichità, in Storia d’Europa e del Mediterraneo, I. Il mondo tardoantico, dir. A. Barbero, sez. III, L’ecumene romana, a cura di G. Traina, vol. VII, L’impero tardoantico, Roma 2010, pp. 651-696. https://www.academia.edu/5981320/citt%C3%A0_territorio_ed_economia_nella_tarda_antichit%C3%A0
6) E. DESTEFANIS, Archeologia dei monasteri altomedievali tra acquisizioni raggiunte e nuove prospettive di ricerca, in "Post-Classical Archaeologies", 1, 2011, pp. 349-382.
7) A. AUGENTI, Archeologia dell’Italia medievale, Roma-Bari 2016.
8) A. MOLINARI – P. ORECCHIONI, La dinamica dei consumi attraverso le fonti archeologiche. secoli VIII-XV, in La crescita economica dell’Occidente medievale. Un tema storico non ancora esaurito, Atti del convegno internazionale, Pistoia, 14-17 maggio 2015, Roma e Pistoia 2017, pp. 255-276 https://www.academia.edu/32768957/MOLINARI_A._-_ORECCHIONI_P._2017._La_dinamica_dei_consumi_in_La_crescita_economica_dell_occidente_medievale._Un_tema_storico_non_ancora_esaurito_Atti_del_convegno_Atti_del_venticinquesimo_Convegno_Internazionale_del_Centro_Italiano_di_Studi_di_Storia_e_d_Arte_di_Pistoia_pp._266-276
9) S. CAROCCI, I tanti incastellamenti italiani, in L’incastellamento: storia e archeologia. A 40 anni da “Les structures” di Pierre Toubert, a cura di A. Augenti e P. Galetti, pp. 513-538. Pagine da studiare per l’esame: 513-528. https://www.academia.edu/39246558/Conclusioni._I_tanti_incastellamenti_italiani_in_L_incastellamento_storia_e_archeologia._A_40_anni_da_Les_structures_di_Pierre_Toubert_a_cura_di_Andrea_Augenti_e_Paola_Galetti_Spoleto_CISAM_2018_pp._513-538

The course aims to provide students, at a basic level, with the acquisition of:
- the fundamental knowledge related to the history, methodologies and the main themes of Late Antique and Medieval archaeology (transformation of towns and countryside, architecture, funerary practices, the main productions of the medieval age;
- the ability to identify sites and artefacts correctly and to frame them in spatial and chronological terms, together with the main phenomena dealt with during the course;
- the ability to analyse and discuss the main historiographical positions dealt with, clearly summarising the state of knowledge on a given topic.
At a more advanced level, the aim of the course is to acquire:
- an in-depth knowledge of a historiographical and critical framework of Late Antique and Medieval archaeology;
- the ability to place what has been learnt in a broader historical, religious and cultural context;
- the ability to express reasoned critical judgments on the themes discussed, and to present the contents through a fluent and precise presentation, using the specific terminology.

In order to develop a whole comprehension of the subjects and to pass the exam, a basic knowledge of Roman, Late Antique and Medieval history, acquired as usually expected in the secondary school , is strongly requested, in order to enable students to situate the topics illustrated during the course in a right chronological and historical context .

Lectures, study visits to museums and sites, individual study. The study visits are functional to the application of the acquired knowledge, through direct contact with sites and artefacts. Supporting materials prepared by the teacher (handouts) and all images of sites and artefacts on which the course focuses are available on the DIR platform. Non-attending students must also refer to these materials.
The texts include differentiated materials: the handouts, pertinent to Late antique and Medieval archaeology, and the correspondant images constitute a precise support to the course, resuming in written form what has been illustrated in the lessons; the texts indicated in the bibliography are materials for use by the scientific community, which are useful to students to study specific themes in depth, but also to approach specialist literature, to analyse and recognise the argumentative procedure, to identify applicative contexts of the disciplinary terminology, in order to also reach the targets of the course at a more advanced level.
During the lessons there will be moments of group discussion on the topics dealt with, in order to facilitate, through the direct involvement of the students, the recognition of the main themes, the critical reflection and the acquisition of adequate presentation methods.
During the lessons, the teacher will also focus on the specific terminology used for the topics dealt with, in order to facilitate its understanding and assimilation.

Students with physical disabilities, Learning Disabilities or Special Education Needs can request
specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse
e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/servicesstudents-
physical-or-learning-disabilities
Students with disabilities, learning disabilities or special education needs, once they have contacted
the University Staff, can refer to the tutor in charge of the course to define the examination
modalities, concerning academic aspects.

The course consists of both modules 'Late Antique Archaeology' and 'Medieval Archaeology A'. The examination of the achievement of the expected learning outcomes and the assessment methods are the same for both modules.
The examination will be oral and will focus on the following points: 1) verification of the knowledge acquired regarding the topics dealt with during the course, in relation to specific phenomena characterising material culture between the late antiquity and the medieval age; 2) verification of the ability to apply the knowledge acquired and its comprehension, through the ability to frame, in space, time and with reference to the appropriate historical categories, the main phenomena analysed; 3) verification of the ability to express judgements on the topics dealt with, through a critical evaluation of the historiographic positions analysed and of the bibliography provided; 4) verification of the ability to effectively communicate the notions and topics learned and to synthesise complex problems, focusing on the most relevant topics. The student's answers, both in terms of contents and formulation, will also make it possible to assess the effectiveness of the study carried out and the correct organisation of work, especially individual work.
The test, which includes verification of the two modules that make up the course, consists of at least 6 questions (depending on the type of answer given by the candidate, more or less exhaustive for the purposes of correct and complete verification of the knowledge and skills acquired). The discussion includes the recognition and critical commentary of images relating to sites/contexts/artefacts analysed during the course.
The grade is expressed in thirtieths and is assessed according to the following parameters:
1) Knowledge and understanding of the main concepts and contexts covered and clarity of presentation: 18 points out of 30 (sufficiency);
2) Ability to recognise and comment on the images proposed, with appropriate historical-archaeological and historiographical contextualisation: 6 points out of 30;
3) ability to autonomously establish thematic and/or methodological links and to use the terminology specific to the subject area: 6 points out of 30.
These criteria apply to both modules. The overall assessment of the examination may take into account the student's ability to improve their commitment to the subject, their ability to answer questions effectively and their general ability to organise their study, particularly if the two modules are not taken at the same time.

TThe course, consisting of the modules 'Late Antique Archaeology' and 'Medieval Archaeology A', focuses on the analysis of sites, artefacts and general phenomena that affected the Late Antique and Medieval periods, perceived through material evidence. It is structured as follows in its two parts: (Late Antique archaeology): - Learning unit 1: Introduction to Late Antique Archaeology - Learning unit 2: Towns layout - Learning unit 3: Monumental architecture - Learning unit 4: Residential architecture - Learning unit 5: Transformations of the countryside - Learning unit 6: Christian topography - Learning unit 7: Christian architecture - Learning unit 8: Christian and secular iconography. (Medieval archaeology) Learning unit 1: Introduction to Medieval Archaeology Learning unit 2: Towns and their transformations until the Carolingian Age Learning unit 3: Countries until the Carolingian Age Learning unit 4: Towns from Carolingian Age up to the High Middle Ages Learning unit 5: Countries from Carolingian Age up to the High Middle Ages; the “incastellamento” Learning unit 6: Production and trade Learning unit 7: Funerary rituals Integration of gender dimension Late Antique archaeology Teaching unit 2 will focus on Helena, a woman of power, with references to the role of matronae in late antiquity. Medieval archaeology Teaching unit 2 will focus on female monasteries in the Lombard period. Teaching unit 2 will discuss female monasteries, and teaching unit 5 will deal with archaeological evidence of female activities (weaving).

In order to achieve the knowledge, competences and skills and abilities corresponding to the basic level, students are asked to show:
- (knowledge and understanding): to have acquired the fundamental knowledge related to the history, methodology and main topics of the Late Antique and Medieval archaeology;
- (applying knowledge and understanding): to be able to recognise, through the images shown in the examination, the site/ artefact and to provide a commentary highlighting its characteristics and specificity, with a correct chronology;
- (making judgments): to be able to discuss the historiographic positions presented during the course, in particular those relating to key aspects as the idea of "Late Antiquity" or of incastellamento).
- (communication skills): to be able to present, with clear formulation, relevant considerations on artefacts, sites and general issues;
- (learning skills): to be able to use the methodological tools provided in the lessons (for those attending) and making use of the handouts available on DIR and of the essays included in the bibliography of the exam (for all), in order to identify the key subjects.
In order to achieve an advanced level, students must show:
- (knowledge and understanding): to have a thorough knowledge of the course content and to have understood the transformation processes over the long period between Late Antiquity and the Middle Ages;
- (ability to apply knowledge and understanding): to be able to place the sites or artefacts dealt with during the course in a broad topographical, production, historical and cultural context;
- (making judgments): to be able to assess and discuss the role of material sources for the historical reconstruction of the long post-classical period;
- (communication skills): to organise the presentation of the required topic with coherence and logical sequence, showing the ability to synthesise, as well as fully mastering the subject, with the appropriate terminology, including the specialistic one;
- (learning skills): to be able to make connections autonomously between sites with similar characteristics (in terms of architecture, organisation of settlements, building techniques etc.), as well to develop personal deepening.

Gender mainstreaming
Late antique archaeology
In teaching unit 2, the subject of Helena, a woman of power, will be dealt with, with references to the role of matronae in Late Antiquity
Medieval archaeology
In didactic unit 2, special attention will be paid to women's monasteries in the Lombard period
Archaeological evidence of women's activities (weaving) will be dealt with in learning unit 5.