|
Teacher
|
ADDAMIANO SABINA
(syllabus)
The topics dealt with during the Course are:
Sustainability in its historical development and in different contexts, from internal/organizational to external/social, i.e. from the sustainability of a role (in terms of values, knowledge, skills and soft skills) within an organizational context to the sustainability of an organizational (cultural) identity, both at a strategic and a relational (communication) level (mission, vision, values and the ways of sharing them within a given context), up to a sustainable society.
Cultural (self-)awareness as a self-developmental, organizational and community awareness process to be implemented through:
a) a growing consciousness of one’s own learning power and cultural identity;
b) leadership and management skills, to be built and constantly upgraded;
c) the setting up of activities and policies to set up educational/cultural projects aiming at social cohesion and inclusiveness, different forms of cultural entrepreneurship, innovative approaches to curatorial practices;
the role of content marketing and content co-creation in organizational strategies, and the ability of building sustainable, value(s)-based models of content management with the engagement of different audiences and communities (Festival del Medioevo);
the shaping of an innovative curatorial model for a crucial element of cultural environment as the Italian language is, seen in its synchronic, diachronic and multicultural complexity (creation of a Museo della lingua italiana in Florence).
The methodology is based on presentations and discussions with the active participation of students. As to the last topic, methodology is that of research-action: students will actively investigate together a concrete situation on the basis of different cultural backgrounds and individual skills.
In this process, cultural self-awareness of participants will also be questioned from the very beginning of the Course, thanks to a general approach based on learning power of each learner and a methodology specifically designed for the Course and applied during Unit 4.
The topics dealt with during the Course are:
▪ Sustainability in its historical development and in different contexts, from the internal/organizational to the external/social one, i.e. from the sustainability of a role (in terms of values, knowledge, skills and soft skills) within an organizational contest to the sustainability of an organizational (cultural) identity, both at a strategic and a relational (communication) level (mission, vision, values and the ways of sharing them within a given context), up to the concept of sustainable society.
▪ Cultural (self-)awareness as a self-developmental, organizational and community awareness process to be implemented through:
a) a growing consciousness of one’s own learning power and cultural identity;
b) the acquisition of leadership and management skills, to be built and constantly upgraded;
c) the setting up of activities and policies to set up educational/cultural projects aiming at social cohesion and inclusiveness, at different forms of cultural entrepreneurship, at innovative approaches to curatorial practices;
▪ the role of content marketing and content co-creation in organizational strategies, and the ability of building sustainable, value(s)-based models of content management with the engagement of different audiences and communities;
▪ the drafting of policy guidelines for designing a specific cultural artifact (new museum), taking into account the diachronic and synchronic complexity of the heritage to be exploited and the international experiences in the field.
The teaching methodology is based on the critical analysis of selected readings and on discussions with the active participation of students. As to the last topic, methodology is that of research-action : students will actively investigate with specific tools a concrete situation in which a cultural leadership must be displayed. In this process, cultural self-awareness of participants will also be questioned from the very beginning of the Course.
(reference books)
Readings and Web sources list
Unit 1
1. WCED, Report of the World Commission on Environment and Development: Our Common Future, 1987 (“Brundtland Report”), Part I.1 and I.2, II.9.I, II.9.II.1,2,3.
Unit 2
1. Kent E. Portney, Sustainability, Cambridge, Mass., The MIT Press, Chapter 1 “The Concepts of Sustainability”, pp. 1-56.
2. Leena Lankoski, Alternative conceptions of sustainability in a business context, in «Journal of Cleaner Production», 139 (2016), pp. 847-857.
Unit 3
One (or more) among the following:
1. Alister Scott, Beyond the conventional: Meeting the challenges of landscape governance within the European Landscape Convention, in «Journal of Environmental Management», 92 (2011), pp. 2754-62
2. Marie Stenseke, Local participation in cultural landscape maintenance: Lessons from Sweden, in «Land Use Policy», 26 (2009), pp. 214-23
3. Sebastian Eiter, Marte Lange Vik, Public participation in landscape planning: Effective methods for implementing the European Landscape Convention in Norway, in «Land Use Policy», 44 (2015), pp. 44-53.
4. Carsten Paludan-Müller, Actors and orders: the shaping of landscapes and identities, in Tom Bloemers, et al. (eds.), Cultural Landscape & Heritage Paradox: Protection and Development of the Dutch Archaeological-historical Landscape and its European Dimension, Amsterdam University Press, 2010, pp.53-66
5. (for those particularly fond of archaeology): Graham Fairclough and Heleen van Londen, Changing landscape of archaeology and heritage, in Tom Bloemers, et al. (eds.), Cultural Landscape & Heritage Paradox: Protection and Development of the Dutch Archaeological-historical Landscape and its European Dimension, Amsterdam University Press, 2010, pp. 653-69.
6. Arnold van den Valk, Introduction: sharing knowledge – stories, maps and design, in Tom Bloemers, et al. (eds.), Cultural Landscape & Heritage Paradox: Protection and Development of the Dutch Archaeological-historical Landscape and its European Dimension, Amsterdam University Press, 2010, pp. 365-85
Web sources:
1. Council of Europe Framework Convention on the Value of Cultural Heritage for Society, Faro, 27.X.2005 (Faro Convention; https://rm.coe.int/1680083746)
2. Council of Europe, European Landscape Convention (https://rm.coe.int/1680080621)
3. The Rome Charter 2020 (www.2020romecharter.org)
4. https://www.heriland.eu/
5. https://www.diculther.it/blog/2020/12/02/creata-in-sicilia-la-prima-associazione-diculther-faro/
Unit 4
1. Theodore Zeldin, An Intimate History of Humanity, Harper Collins Publishers, HarperPerennial, 1996, pp. vii-viii and chapters 8 (How respect has become more desirable than power) and 9 (How those who want neither to give orders nor to receive them can become intermediaries).
Unit 5
Readings and Web sources:
1. Chris Wickham, Medieval Europe. From the Breakup of the Western Roman Empire to the Reformation, Yale University Press, New Haven and London, 20161, 2017 paperback edition pp. 1-21 and 252-7, plus maps
2. Federico Fioravanti, The Festival of the Middle Ages. Short presentation for the Master’s Degree “Cultural Leadership” Spring School of the Universities of Groningen and Roma Tre, The Royal Netherlands Institute of Rome, April 6, 2017
3. Marc Prensky, “Digital Natives, Digital Immigrants”, in «On The Horizon», MCB University Press, Vol. 9 No. 5, Oct. 2001 and No. 6, Dec. 2001
4. Marc Prensky, “H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom”, in «Journal of Online Education», 5 (3), February/March 2009 / art. 1
5. Critical visit to the website www.festivaldelmedioevo.it
Unit 6
1. Timothy Ambrose, Managing New Museums, Edinburgh, HMSO, 1993 (sections to be selected by each student)
2. 4 reviews of the book by Whitehead, Christopher, Katharine Lloyd, Susannah Eckersley, and Rhiannon Mason (eds.), Museums, Migration and Identity in Europe, Farnham, Surrey: Ashgate, 2015 by:
o Amy K. Levin, «Museum and Society», November 2015, 13 (4), pp. 545-8
o W. Warner Wood, «Museum Anthropology», September 1, 2017-09, Vol. 40 (2), pp. 182-4
o Laia Colomer, «International Journal of Heritage Studies», 25.11.2016, Vol. 22 (10), pp. 863-6
o Marius Ioan Tatar, «Journal of Identity and Migration Studies», 01.07.2015, Vol. 9 (2), p. 113
Unit 7
1. Georges Duby, The Three Orders. Feudal Society Imagined, The University of Chicago Press, 1980, pp. vii-viii, 1-9 and 354-6.
2. Erin Kissane, The Elements of Content Strategy, A Book Apart, New York, 2011, pp. 1-37.
Unit 8
Information on key elements of the project illustrated by Prof. Bordi will follow.
Unit 9
1. Critical visit of the website www.maxxi.art/en
Unit 10
1. Visit to the website www.viv-it.org, section Lingua (sub-directories to be specified in cooperation with Prof. D’Achille)
Suggested additional reading (in Italian only):
Massimo Maiorino, Un’idea di museo e di collezione attraverso le scritture di Calvino e Del Giudice, «piano b», 2019, Vol.4 (1), pp.46-63
Giuseppe Antonelli, Il Museo della lingua italiana, Milano 2020 (2nd ed.)
Unit 11
Readings:
1. Chiel van den Akker and Susan Legêne, “Introduction” in Museums and Digital Culture. How Art and Heritage Became Meaningful, Amsterdam 2016, pp. 7-12
2. Christina Grammatikopoulou, “Breathing Art. Art as an Encompassing and Participatory Experience”, in Chiel van den Akker and Susan Legêne (eds.), Museums and Digital Culture. How Art and Heritage Became Meaningful, Amsterdam 2016, pp. 41-56
3. Anne Beaulieu and Sarah de Rijcke, “Networked Knowledge and Epistemic Authority in the Development of Virtual Museums”, in Chiel van den Akker and Susan Legêne (eds.), Museums and Digital Culture. How Art and Heritage Became Meaningful, Amsterdam 2016, pp. 75-92
Suggested additional readings (in Italian only):
Maria Vittoria Marini Clarelli, Che cos’è un museo, Carocci 2005
Adalgisa Lugli, Museologia, Milano 1992
|
Università Roma Tre