Ateneo - UPO

Foundations 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:ARCHEOLOGIA TARDOANTICA. 1) Appunti del corso e relative cartelle di immagini (su 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) 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_ 4) Yuri A. Marano, “Gli ambienti absidati nell'architettura residenziale dell'Italia settentrionale tardoantica”, in “L'alimentazione nell'Antichità”, Antichità altoadriatiche, LXXXIV, 2016, pp. 111-130 https://www.academia.edu/25797756/Yuri_A_Marano_Gli_ambienti_absidati_nellarchitettura_residenziale_dellItalia_settentrionale_tardoantica_in_Lalimentazione_nellAntichit%C3%A0_Antichit%C3%A0_altoadriatiche_LXXXIV_2016_pp_111_130ARCHEOLOGIA MEDIEVALE. 1) Appunti del corso e relative cartelle di immagini (su DIR); 2) A. AUGENTI, Archeologia dell'Italia medievale, Roma-Bari 2016, ch., V, VI, VII, VIII ; 3) 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; 4) F. ZONI, Edilizia civile in pietra nell’Italia medievale. Un approccio diacronico al paesaggio architettonico dell’Italia settentrionale tra X e XII secolo, in Il paesaggio pietrificato. La storia sociale dell’Europa tra X e XII secolo, "Archeologia dell'Architettura", XXVI (2021), pp. 53-72 https://www.academia.edu/74220195/Edilizia_civile_in_pietra_nell_Italia_medievale_Un_approccio_diacronico_al_paesaggio_architettonico_dell_Italia_settentrionale_tra_X_e_XII_secolo_in_Il_paesaggio_pietrificato_La_storia_sociale_dell_Europa_tra_X_e_XII_secolo_Archeologia_dellArchitettura_XXVI_2021_pp_53_72Not attending students:ARCHEOLOGIA TARDOANTICA. 1) Appunti del corso e relative cartelle di immagini (su 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) 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_ 4) Yuri A. Marano, “Gli ambienti absidati nell'architettura residenziale dell'Italia settentrionale tardoantica”, in “L'alimentazione nell'Antichità”, Antichità altoadriatiche, LXXXIV, 2016, pp. 111-130 https://www.academia.edu/25797756/Yuri_A_Marano_Gli_ambienti_absidati_nellarchitettura_residenziale_dellItalia_settentrionale_tardoantica_in_Lalimentazione_nellAntichit%C3%A0_Antichit%C3%A0_altoadriatiche_LXXXIV_2016_pp_111_130. ARCHEOLOGIA MEDIEVALE. 1) Appunti del corso e relative cartelle di immagini (su DIR); 2) A. AUGENTI, Archeologia dell'Italia medievale, Roma-Bari 2016, ch.. V, VI, VII, VIII ; 3) 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; 4) F. ZONI, Edilizia civile in pietra nell’Italia medievale. Un approccio diacronico al paesaggio architettonico dell’Italia settentrionale tra X e XII secolo, in Il paesaggio pietrificato. La storia sociale dell’Europa tra X e XII secolo, "Archeologia dell'Architettura", XXVI (2021), pp. 53-72 https://www.academia.edu/74220195/Edilizia_civile_in_pietra_nell_Italia_medievale_Un_approccio_diacronico_al_paesaggio_architettonico_dell_Italia_settentrionale_tra_X_e_XII_secolo_in_Il_paesaggio_pietrificato_La_storia_sociale_dell_Europa_tra_X_e_XII_secolo_Archeologia_dellArchitettura_XXVI_2021_pp_53_72;5) G. BIANCHI, Archeologia della signoria di castello (X-XIII secolo), in S. Gelichi (a cura di), Quarant'anni di Archeologia Medievale in Italia, Archeologia Medievale, numero speciale, 2014, pp. 157-172 https://www.academia.edu/45069620/G_Bianchi_Archeologia_della_signoria_di_castello_X_XIII_secolo_in_S_Gelichi_a_cura_di_Quarantanni_di_Archeologia_Medievale_in_Italia_Archeologia_Medievale_numero_speciale_2014_pp_157_172Students enrolled in the Master's Degree Programme in "Philology and Cultural Heritage" who have already taken the Late Antique Archaeology and/or Medieval Archaeology examinations during the Bachelor's Degree Programme in "Literature", and who have included the Late Antique Archaeology and Medieval Archaeology IM courses in their study plan, should contact the course instructor to agree on an appropriate examination syllabus.Further reading1) F.R. Stasolla, Archeologia del medioevo, Milano, Mondadori 20232) Il riuso degli edifici termali tra tardoantico e medioevo. Nuove prospettive di analisi e di casi studio, a cura di P. de Vingo, Sesto Fiorentino, All'Insegna del Giglio, 2025.

In alignment with the Educational Objectives of the Degree Programme as outlined in the SUA-CdS, and with specific reference to the historical, geographical, and cultural heritage areas, this course aims to:

** Basic Level
OF1 (Knowledge and understanding) – Provide foundational knowledge regarding the history of Late Antique and Medieval archaeology and its research approaches, including the archaeological methodologies developed in relation to this chronological and cultural scope, with particular emphasis on the transformations of cities and the countryside, settlements, architecture, funerary practices, and material culture.
OF2 (Applying knowledge and understanding) – Develop the ability to recognise and contextualise sites, monuments, artefacts, and findings from the Late Antique and Medieval periods, correctly placing them within their spatial, chronological, and historical frameworks, in light of the methodological tools specific to the discipline.
OF3 (Transversal skills) – Develop the ability to synthesise, with clarity of expression, the current state of knowledge regarding the topics covered throughout the course.

** Advanced Level
OF4 (Knowledge and understanding) – Provide in-depth knowledge of the topics covered, outlining the major historiographical issues in Late Antique and Medieval archaeology, with a detailed focus on current national and international academic debates.
OF5 (Applying knowledge and understanding) – Develop the ability to integrate the acquired archaeological knowledge into the broader historical and cultural framework of Late Antiquity and the Middle Ages within the European and Mediterranean context.
OF6 (Transversal skills) – Develop the ability to critically integrate the acquired content, evaluating the contribution of material sources to the reconstruction of the transformations of the European and Mediterranean space—also as a means to independently investigate specific topics—as well as to communicate content and personal reflections using appropriate scientific and scholarly language.

The 12 ECTS credits earned during the course are distributed as follows:
- 3 ECTS credits of direct teaching (didattica erogativa - DE), including interactive sessions (see "Teaching Methods");
- 9 ECTS credits of independent study.

Si richiede, ai fini della piena comprensione del corso e del superamento dell’esame, una conoscenza di base della storia romana, tardoantica e medievale, sulla scorta di quanto appreso alla scuola superiore e proposto nella relativa manualistica, per una corretta contestualizzazione, in primis cronologica, degli argomenti specifici trattati durante il corso.

Teaching and learning activities are conducted through:
• lectures dedicated to illustrating theoretical content, major archaeological contexts, and the methodologies specific to Late Antique and Medieval archaeology;
• teacher-led analysis of images, sites, monuments, artefacts, and findings, aimed at developing the ability to recognise, contextualise, and interpret material evidence;
• educational field trips to museums and archaeological sites, aimed at applying the acquired knowledge through the direct observation of contexts and artefacts;
• classroom discussions led by the teacher on case studies and major historiographical trends, designed to develop skills in critical analysis and argumentation;
• independent study of the materials assigned by the teacher.
For attending students, lecture notes prepared by the teacher and the complete iconographic repertoire used during lectures will be made available on the DIR platform (Virtual Learning Environment). These materials serve as the primary learning support for non-attending students as well.
The exam bibliography supplements the teaching materials and allows for the in-depth study of specific topics in Late Antique and Medieval archaeology, fostering the acquisition of independent study methods, engagement with scientific literature—also to learn how to recognise its lines of argument—and the use of specialised terminology.
Interactive sessions and discussions will take place during lectures, aimed at consolidating content comprehension, developing independent judgment, and enhancing presentation and communication skills.

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 comprises the modules "Late Antique Archaeology" and "Medieval Archaeology A". Assessment is conducted in the same manner for both modules and jointly covers the content of both. The examination consists of an oral exam, structured across the two modules into at least six questions, and includes the identification and commentary of images relating to sites, contexts, and artefacts analysed during lectures.
Assessment is graded on a 30-point scale. The exam aims to verify the achievement of the expected learning outcomes, with particular reference to:
1. knowledge and understanding of the discipline's core content in relation to specific phenomena characterizing material culture between Late Antiquity and the Medieval period, as well as the methodologies and main historical and archaeological processes characteristic of the period under consideration. Evaluation weight: up to 18 points;
2. the ability to apply knowledge, through the identification, spatio-temporal contextualisation, and framework analysis of sites, contexts, and artefacts of the period under consideration. Evaluation weight: up to 6 points;
3. transversal skills, through a discussion verifying the ability to compare different interpretative models (Making judgements), to present content coherently and using the specialised vocabulary of the discipline (Communication skills), as well as to independently establish connections between contexts, material sources, and the exam bibliography (Learning skills). Evaluation weight: up to 6 points.
To achieve a pass grade (sufficienza), students must demonstrate that they have reached the minimum required level for all expected learning outcomes: knowing the fundamental content of the course, recognising and contextualising the main sites and artefacts, discussing the major issues addressed during lectures, and presenting them correctly using the basic terminology of the discipline.
For an intermediate grade, a good overall preparation is required, characterised by an adequate ability to apply knowledge, critically discuss the primary historiographical interpretations, and establish connections between the topics covered.
For a high grade, students must demonstrate an in-depth and critically re-elaborated knowledge of the content, the ability to independently contextualise sites and artefacts within the broader historical and cultural framework, argue their evaluations based on archaeological evidence and scientific bibliography, and present the content with a confident mastery of specialised terminology.
Cum laude (lode) is awarded to students who, in addition to fully meeting all expected learning outcomes, demonstrate outstanding critical independence, strong skills in synthesis, and the ability to connect themes, contexts, and classes of materials, as well as full mastery of the discipline's scholarly language.

The overall assessment of the examination, with a view to determining the final grade—particularly in cases where the exams for the two modules are not taken simultaneously—may take into account the student's ability to demonstrate progress in their commitment, their capacity to respond effectively to questions, and their general independent management of study.

The course, comprising the two 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—both Italian and European—as observed through material evidence. It is structured as follows, across the development of its two constituent parts:
(Late Antique Archaeology):
• Learning Unit 1: History of the discipline
• Learning Unit 2: The Arch of Constantine
• Learning Unit 3: Public 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: Cities and their transformations up to the Carolingian period
• Learning Unit 3: The countryside up to the Carolingian period
• Learning Unit 4: Cities from the Carolingian period to the central Middle Ages
• Learning Unit 5: The countryside from the Carolingian period to the central Middle Ages; incastellamento
• Learning Unit 6: Production and trade
• Learning Unit 7: Funerary rituals
"Integration of the Gender Dimension"
• Late Antique Archaeology: In Learning Unit 2, the focus will be on Empress Helena, a woman of power who will provide the starting point for brief insights into the role of matronae in Late Antiquity.
• Medieval Archaeology: Within Learning Unit 2, particular attention will be paid to female monasteries of the Lombard period, and within Learning Unit 5, archaeological evidence of female activities (weaving) will be addressed.

Al termine dell'insegnamento, la studentessa/lo studente avrà conseguito i seguenti risultati di apprendimento, in coerenza con i contenuti della SUA-CdS, e sarà in grado di:
**Livello base
RAA.1 (Conoscenza e comprensione) - Conoscere la storia della disciplina, le sue principali metodologie di indagine e i temi fondamentali dell'archeologia tardoantica e medievale e in particolare i principali processi di trasformazione delle città, delle campagne, dell'architettura, delle pratiche funerarie e della cultura materiale tra tarda antichità e medioevo.
RAA.2 (Capacità di applicare conoscenza e comprensione) - Riconoscere siti, contesti, monumenti, manufatti e reperti affrontati durante il corso, descrivendone le principali caratteristiche formali/strutturali, e di saperli collocare correttamente nel quadro spaziale, cronologico e storico di appartenenza.
RAA.3 (Abilità trasversali) - Saper discutere criticamente i temi storiografici affrontati (come la "tarda antichità" o l'incastellamento) riconoscendo il valore delle fonti materiali, esporre contesti e manufatti con chiarezza e terminologia appropriata, e utilizzare autonomamente i materiali didattici e la bibliografia per orientarsi nello studio della disciplina.

** Livello avanzato
RAA.4 (Conoscenza e comprensione) - Comprendere analiticamente i processi di trasformazione della società tra tarda antichità e medioevo e il loro inquadramento storico e storiografico.
RAA.5 (Capacità di applicare conoscenza e comprensione) - Saper contestualizzare siti, manufatti e contesti archeologici nel più ampio quadro storico, economico, sociale e culturale tardoantico e medievale, sviluppando confronti tra casi di studio differenti.
RAA.6 (Abilità trasversali) - Saper confrontare criticamente differenti modelli interpretativi argomentando le proprie valutazioni sulle evidenze archeologiche, organizzare un'esposizione coerente con proprietà di lessico specialistico e individuare autonomamente gli strumenti bibliografici e metodologici per approfondire temi specifici e mettere in relazione contesti, fenomeni e materiali.