The course aims to offer by lectures an introduction to Greek history, from the Bronze Age to the early Hellenistic Age.
Chronological and geographical framework, political and social institutions, political and cultural history will be presented. Students will be also introduced to the problems and the methods of analysis of the different kinds of historical sources (literary, epigraphic, numismatic, archaeological ones).

RECOMMENDED TEXTS
A) M. BETTALLI – A.L. D’AGATA – A. MAGNETTO, Storia Greca, Roma, Carocci Editore, 2013 (entire book).
B) M. BETTALLI, Introduzione alla storiografia greca, Roma, Carocci, 2009, pp. 47-61; 67-91 (Herodotus and Thucydides).
C) Reading of a book at own choice of the “Histories” of Herodotus and of a book at own choice of “The Peloponnesian War” of Thucydides.
D) Well-detailed maps of the Greek world (Continental Greec, Asia Minor, Aegean Sea and Aegean islands, Straits area, Propontis, Black Sea, Magna Graecia, Sicily, and other hellenised areas of the Mediterranaean Sea). Such maps can be found in any historical Atlas (for instance Atlante Storico De Agostini, Novara 2003) or on the web.

Students unable to attend the course have to read furthermore:

E) M. Giangiulio, Democrazie greche. Atene, Sicilia, Magna Grecia, Roma 2015.

Roman History DISCIPLINARY FIELD: L-ANT/03 (Roman History)
The bachelor course in Roman History is divided into two modules (72 hours = 6+6 ECTS):
The module I: Prof. P. Porena, "Critical paths of Roman History" (36 hours, 6 ECTS).
Module II: Prof. Marcone (a monographic topic chosen by the teacher; 36 hours, 6 ECTS).

Preamble: with regard to the module of Roman History I - Bachelor, will be held in the first semester by prof. P. Porena, from OCTOBER 2021 to approx. half NOVEMBER 2021 (except unforeseen) [up today, on Tuesdays, Wednesdays, Thursdays, 13-15 hours, classroom to be determined]. Then from half NOVEMBER 2021 to DECEMBER 2021 follows seamlessly the module II of Roman History held by prof. A. Marcone.

Description of the First module of the course of ROMAN HISTORY (prof. P. Porena): "Critical paths of Roman History"
It is hardly possible to summarize Roman history, since it extends along a long time frame and involves different and wide geographical and cultural spaces. Moreover Roma egemony has produced a variety of experiences and transformations. The course is meant to underline, through the analysis of literary, epigraphic and artistics sources, the original characters of Roman history, in order also to neutralize some chichés and commonplaces about the ancient Rome, which depends on deeply rooted preconceptions.

▪ TEXTS for students who attend the course:
- G. GERACI, A. MARCONE, Storia romana, Le Monnier, (nuova edizione) Firenze 2011 (editio minor);
- G. GERACI, A. MARCONE, Fonti per la storia romana, Le Monnier, Firenze 2006 ;
- Atlante Storico, De Agostini, Novara 2003 or another edition;
(further suggestions for optional in-depth bibliography will be provided by the teacher at the beginning of the course)

▪ ADDITIONAL TEXTs for students who do not attend the course:
- A. Giardina (a cura di), L’uomo romano, Roma-Bari (Laterza) (1989) 2008.

It is possible to ask for bibliography in English, French and German and take the exam in one of these three languages

XIX and XX Centuries.
Nazism in Germany
The Cold War

TESTI
1) PRIMO MODULO - STORIA CONTEMPORANEA 1: 6 CFU

UNO A SCELTA fra i seguenti manuali (indicati in ordine alfabetico per autore):
- Alberto Mario Banti, Vol. 1 “L’età contemporanea. Dalle rivoluzioni settecentesche all’Imperialismo” (il cap. 1 e dal cap. 7 fino alla fine), Laterza, Vol. 2 "L’età Contemporanea. Dalla Grande Guerra a oggi", Laterza, (i due volumi di Banti sono da considerare un manuale unico);
- Lucio Caracciolo, Adriano Roccucci, "Storia contemporanea", Le Monnier Università, 2017;
- Tommaso Detti, Giovanni Gozzini, “Storia Contemporanea”, Vol. 1 - L’Ottocento (il cap. 2 e dal cap. 6 alla fine) Pearson e Vol. 2 - Il Novecento, Pearson, (i due volumi di Detti e Gozzini sono da considerare un manuale unico)


2) SECONDO MODULO - STORIA CONTEMPORANEA 2 - 6 CFU.
Testi:
a) Ian Kersaw, “Hitler e l’enigma del consenso”, Laterza
b) Mario Del Pero, “La Guerra Fredda”, Carocci

The course aims to present an outline of Latin literature and of its historical and sogìcial context from its origin up to the II century a. D., through an anthology of passages of the most significant works.

- For the general outline: any high school handbook of history of the Latin literature. Recommended: G.B. Conte, Letteratura latina, Firenze, le Monnier, 2004.
- An Anthology of texts from Livius Andronicus to Apuleius available on the teacher's online page.

The course will illustrate the content of cartography as a document and testimony of different ages, cultures, people and technologies, with particular attention to territorial and environmental applications. Practical exercises, short theses, field lessons and educational excursions are planned. Lessons topics: general mapping elements; spatial and non-spatial representations: charts and diagrams; the map: subject, object and instrument; organization and content of national cartography; thematic cartography; presentation of GIS or SIT.

Attending students:
- slides, ppt, lesson notes and supplementary learning material that will be provided during the course.
Non-Attending Students:
-E. LAVAGNA e G. LOCARNO, Geocartografia. Guida alla lettura delle carte geotopografiche, Bologna, Zanichelli, 2007
- five examples of choice from: U. SAURO - M. MENEGHEL e ALTRI, Dalla carta topografica al paesaggio. Atlante ragionato, Vicenza, ZetaBeta, 2005.In the event of difficulty in finding the volume, please contact the teacher carla.masetti@uniroma3.it.

Please refer to the TEAMS course page for the course material that is added during the lessons.

THE GAZE OF MODERNITY

The course analyzes the historical developments and the key personalities of the visual arts from the historical avant-gardes to the 1960s, focusing on themes such as the relationship with technology and new media (photography, cinema, television), with the unconscious and the body, the dialectic between visible and invisible, the relationship with natural and urban spaces, etc. The analysis of these themes will also provide the basic methodology for the study of the history of the different languages that characterize twentieth-century art, providing the critical tools necessary for the reading of different types of works of art.

• Federica Rovati, L’arte del primo Novecento, Einaudi 2015
• Alessandro Del Puppo, L’arte contemporanea. Il secondo Novecento, Einaudi 2013

Other essays will be indicated during the classes.

Poetics and politics of the gaze

The course analyzes poetics and crucial junctions of the visual arts in the modern era – from Impressionism to the historical avant-gardes, until the 1960s – focusing on themes like the act of seeing, the device of the gaze, the dialectic between the visible and the invisible. The analysis also provides the necessary methodological approach to the study of the history of the various languages of contemporary art, furnishing indispensable tools for the interpretation of different types of artworks.

Texts of a general character:
1) F. Rovati, L’arte del primo Novecento, Einaudi, Torino 2015
2) D. Riout, L’arte del ventesimo secolo. Protagonisti, temi, correnti, Einaudi, Torino 2002

3) In-depth readings:
• J. Crary, Le tecniche dell’osservatore, Einaudi 2013, IV capitolo, pp. 102-140 / - J. Crary, Techniques of the Observer. On Vision and Modernity in the Nineteenth, The MIT Press, Massachusetts 1990, IV, pp. 97-137 [PDF fornito dalla docente]
• V.I. Stoichita, Dello sguardo ostacolato. Per una storia dell’Impressionismo, in “Annali della Fondazione Europea del Disegno”, Il Melangolo, Genova 2009, pp. 65-87 [PDF fornito dalla docente]
• V.I. Stoichita, La pittura impressionista vista da e con Schapiro: Caillebotte e l’intreccio visivo, in Meyer Schapiro e i metodi della storia dell’arte, a cura di L. Bortolotti, C. Cieri Via, M.G. Di Monte, M. Di Monte, Mimesis Edizioni, Milano – Udine 2010, pp. 105-113 [PDF fornito dalla docente]

4) Online gathering of images projected during lectures (available at the end of the course).

Lucio Fontana: from sculpture as an object in space to the environment as spatial sculpture.
The course aims at reconstructing the development of Lucio Fontana's sculpture from the Thirties to the Sixteens of the 20th century. By analyzing particular episodes of his artistic research, from the beginning to his maturity, The course will focus on the relation of Fontana's sculpture with the architectural space. Thanks to the critical literature, students will have access to the rudiments of Italian sculpture of the 20th century and Fontana's relations with the historical avant-gardes. His link with the non-figurative tradition of abstract art and the figurative one such as surrealism. After he participated in the exhibitions at Galleria del Milione and Triennale di Milano, between the two wars, and after he drafted Manifesto Blanco in 1946, he has represented the Italian sculpture abroad. The lectures will increase the knowledge of critical issues on sculpture in Italy and Fontana's fortune, especially in the United States. We could understand Fontana's sculpture and environments as form and matter of a tactile-visual experience that anticipated today's immersive installation art.

During the lessons, further bibliographical indications will be provided.
For non-attending students, an individual program will be evaluated.

This lecture class offers an introduction to the history of photographic languages, practices, and cultures from the medium’s birth to WWI. Lectures will focus on the close reading of different types of photographic texts (including individual images, series, photo-texts, books, and exhibitions) and will discuss case studies associated with the crucial moments in the medium's affirmation as an intellectual and artistic field. Classes start October 4, 2021 (Mon-Tue 10-12am, Wed 12-2pm, room 4).

Teaching assistant: Adele Milozzi.

Required readings for the final exam, including essays in Italian and English, will be announced shortly. For both regular and “non attending” students, the readings will be available at the Art history library “Luigi Grassi” (Piazza della Repubblica 10) and via Moodle.

NB Students who cannot attend on a regular basis must inform the instructor by October 31, 2021.

This lecture class offers an introduction to the history of photographic languages, practices, and cultures during the 20th century. Lectures will focus on the close reading of different types of photographic texts (including individual images, series, photo-texts, books, and exhibitions) and will discuss case studies associated with the crucial moments in the medium's affirmation as an intellectual and artistic field. Classes start November 22, 2021 (Mon-Tue 10-12am, Wed 12-2pm, room 4).

Teaching assistant: Adele Milozzi.

Required readings for the final exam, including essays in Italian and English, will be announced shortly. For both regular and “non attending” students, the readings will be available at the Art history library “Luigi Grassi” (Piazza della Repubblica 10) and via Moodle.

NB Students who cannot attend on a regular basis must inform the instructor by October 31, 2021.

Course title and contents
History of Byzantine art from the foundation of Constantinople to its fall (1453)
The course is devised to provide the students with basic, general knowledge of Byzantine Art from the 4th to the 14th century, analysing artworks different techniques and types (painting, sculpture, architecture, as well as miniatures, ivories, silverware), with special attention to the trends in commissioning and to works and building which can be seen as paradigmatic of the Eastern Roman Empire.

Bibliography
Attending students
• s. v. Costantinopoli, in Enciclopedia dell’Arte Antica, II, Roma 1985, pp. 880-919.
• R. Krautheimer, Costantinopoli, in Tre capitali cristiane. Topografia e politica Torino, Einaudi 1987, pp. 61-105.
• C. Mango, Architettura bizantina, trad. it., Milano, Electa 1978, pp. 5-138.
• R. Krautheimer, Santa Sofia e gli edifici annessi, in Architettura paleocristiana e bizantina, Torino, Einaudi 1986, pp. 239-267 e figg. 105-124.
• V. Lazarev, Storia della pittura bizantina, trad. it., Torino, Einaudi 1967, pp. 125-136;
pp. 142-154 e figg. 149-181; pp. 195-198 e figg. 275-295; pp. 357-363 e figg. 449-466.
• E. Kitzinger, Alle origini dell’arte bizantina. Correnti stilistiche nel mondo mediterraneo dal III al VII secolo, trad. it., Milano, Jaca Book 2004, pp. 49-150 e figg. 81-231.
• M. Della Valle, Costantinopoli e il suo impero. Arte, architettura, urbanistica nel millennio bizantino, Milano, Jaca Book 2007, pp. 77-143 e figg. 74-147.
• M. L. Fobelli, Un tempio per Giustiniano. Santa Sofia di Costantinopoli e la Descrizione di Paolo Silenziario, Roma, Viella 2005, pp. 1-31, 181-207, figg. 1-142.
• M. L. Fobelli, Fonti e cronologia dei piatti argentei di Cipro con le storie di Davide, “Rivista dell’Istituto Nazionale di Archeologia e Storia dell’Arte”, s. III, anni VI-VII (1983-1984), pp. 191-219.

Non-attending students
Must add to the above texts:
• E. Kitzinger, Alle origini dell’arte bizantina. Correnti stilistiche nel mondo mediterraneo dal III al VII secolo, trad. it., Milano, Jaca Book 2005 (whole book).
• R. Krautheimer, Tre capitali cristiane. Topografia e politica Torino, Einaudi 1987(whole book).


Attendance
Attendance to the course is highly recommended. Those who, due to serious circumstances, are unable to attend the lectures, should supplement the programme (see above) with additional readings to be agreed with the teacher.

N.B. Apart from whole books, which can be either found at public libraries or bought, and additional readings for non-attending students, any other materials will be available as PDF for properly enrolled students (attending and non-attending), on the Team channel of Storia dell’arte bizantina LT a.a. 2021-2022 prof.ssa Maria Luigia Fobelli, in the section File, folder Materiale del corso.

Introduction to Early Christian Archaeology: sources, methods and investigations areas.

Assignment:
V. Fiocchi Nicolai, Strutture funerarie ed edifici di culto paleocristiani di Roma dal IV al VI secolo, Città del Vaticano 2001.
V. Fiocchi Nicolai, F. Bisconti, D. Mazzoleni, Le catacombe cristiane di Roma. Origini, sviluppo, apparati decorativi, documentazione epigrafica, Regensburg 2009.

Not attending students must add to the Assignment:
F. Bisconti, O. Brandt, Lezioni di Archeologia Cristiana, Città del Vaticano 2014.

Landscape archeology studies the landscape not only as a surrounding environment for a particular archaeological site, but as a broad geographical and cultural context, a synergy between culture and nature, a complex reality characterized by an interaction of different phenomena, an organism alive over time and in continuous transformation. The dynamism and changes in the landscape, in the territory, the relationship between man and the environment and the organization of the human settlement, the perception, use and representation of space, are investigated through the different historical periods to date, with the awareness that the landscape is constantly changing. During the course the characteristics, theories and methods of landscape archeology will be illustrated and various case studies and practical applications will be presented, in different geographical and temporal realities. Furthermore, methodologies and techniques used in landscape research will be illustrated (non-invasive methods, archaeological surface reconnaissance, geoarchaeology and paleoenvironmental research) and the first rudiments will be provided for understanding the applications of GIS systems (Geographical Information Systems - IT tools for spatial data management and analysis) in the field of landscape archeology.

The aim of the course is to provide the student with a basic knowledge of the theories and methods of landscape archeology and a theoretical-methodological basis for the interpretation of the history of human settlements and the transformations of the cultural and environmental landscape in a diachronic perspective, through illustrations of case studies, in particular from the Mediterranean area.

Subject Programme

Foreword
Sound abilities in reading (conceived as a set of literacies: functional, multimedia, information…) are required to any citizen in order to understand the phenomena of our complex, transitional, “liquid” society, and to be able to self-orienteering and learning in such a globalised and interconnected context.

Libraries, archives, documentation and information centers (and museums as well) are vital learning environments that enable their users to acquire, reinforce, improve Information Literacy and therefore a competent use of information. Furthermore, they contribute to meet the 2030 SDGs.

Objectives
o Becoming aware of the strategic relevance of information literacy and of the role played in it by libraries, especially the school library, in the learning process in a complex society.
o Knowing the theoretical basic fundamentals and acquiring the techniques of Bibliography, Librarianship and Documentation, in particularly concerning:
 Information and documentation as an instructional and educational resource
 web 2.0 in media and information literacy education and as a means of communication and outreach of library services addressed to children and pupils
 planning, organization and management of different types of libraries (public, school, academic etc.) as learning environments/commons.

Prerequirements
A basic knowledge of the following fields is appreciated: History, Education, Adult Education, Computer Science (PC, Internet, e-mail), English language

Course Description
The course is divided in three modules:
1) Introduction (on Info-complexity, Media and Information Literacy, Bibliographic research and Academic Writing)
2) Bibliography
3) Librarianship

The course
o Presents and analyzes the definitions of Information Literacy, and, more recently, MIL – Media and Information Literacy, starting from UNESCO and library associations documents;
o Suggests and analyzes approaches and methods of information seeking, taking into account the information overload and digital divide phenomena;
o Reflects on the role of libraries and librarians in contrasting such exclusion phenomena through customized services such as the Reference Library, users’ education, tank to new web 2.0 tools.

Content
Basic concepts of:
1. Bibliography (Referencing): definition; history in brief; types, reference citation and styles; compilation; tools; ISO standards.
2. Librarianship: definition; history in brief; types of libraries; standards, IFLA guidelines and manifestos, automation;
3. Documentation: types of documents, the documentation chain etc.
Cataloging, Indexing (Dewey, CDU, subject and thesauri), OPAC. Collection development and space designing and planning. User education Library services assessment and evaluation.

Subject: Library and Information Science (AY 2021-2022)

Teaching Resources
1. Marco SANTORO, Lezioni di bibliografia, Milano: Editrice Bibliografica, 2012. ISBN 9788870757224.
2. Giovanna GRANATA, Introduzione alla biblioteconomia, Bologna: Il Mulino, 2013.
3. one of the volumes to be chosen in the series “Conoscere la biblioteca” (Milano: Editrice Bibliografica).
4. Luisa MARQUARDT, Competenza informativa, booklet accessible through the e-learning platform (Moodle).
The Professor’s teaching resources, handouts etc. are available on the Moodle platform accessible through the e-learning portal.

Furthermore, as a suggested title (useful to the final work or "tesi"): JOSÉ M. PRELLEZO – JESUS M. GARCIA, Invito alla ricerca. Metodologia e tecniche del lavoro scientifico, Roma: LAS, 2007.

Course title 2021-2022: An introduction to the Ancient Christianity: from Jesus to the emergence of Islam.

Teaching articulation: 6 CFU

Semester: I


Course description:

The course aims to introduce students to the History of Christianity, starting from the figure of Jesus, framed in the cultural context of Second Temple Judaism, up to the 8th century: the presentation is not limited to the horizon of the Roman Catholic Church, but considers also the different manifestations and the multiple developments of Christianity within the first eight centuries until the emergence of Islam. Specific purpose of the course is to start the student to a critical reading of the sources, with particular attention to methodological questions and scholarly debate.
During the course, we will visit – if it will be possible – some significant places of ancient and early medieval Christianity (churches, catacombs, museums).

BIBLIOGRAPHY
For attending students (even in case of distance learning):

Sources provided by the teacher and handouts. The handouts include parts authored by the teacher, by Dr. Federica Candido and by Dr. Giandomenico Ferrazza as well as articles and various contributions covering all the topics of the course.

For non-attending students:
Non-attending students can choose, alternatively, one of the three book proposals listed below, designated by letters a) and b). Since the books or book chapters are combined in such a way as to complement each other, the so-called "proposals" should not be disjointed but kept as two separate blocks:

Proposal a)
1)R.Penna, (ed.), Le origini del cristianesimo. Una guida, Carocci, Roma 2018: capitoli 1 (P.Sacchi) e 3 (G.Ibba)
2)E. Prinzivalli (ed.), Storia del cristianesimo I. L'Età antica, Carocci, Roma 2015: capitoli 1 -14
3)O.Brandt-F.Bisconti (eds.), Lezioni di archeologia cristiana, Roma, PIAC, 2014: contributi di F.Bisconti, e Ph.Pergola.

Proposal b)
1) G.Filoramo, Storia della Chiesa 1. L’età antica. EDB, Bologna 2019.
2) R.Rusconi, Storia del cristianesimo e delle Chiese. Dalle origini ai giorni nostri. Morcelliana, Brescia 2019, capp. 4 e 5.
3)O.Brandt-F.Bisconti (eds.), Lezioni di archeologia cristiana, Roma, PIAC, 2014: contributi di F.Bisconti, e Ph.Pergola.

Proposal c)

Ch. Freeman, A New History of Early Christianity, Yale University Press, New Haven-London 2009.

Teacher's email contact
carla.noce@uniroma3.it

Outlines of the Church history in modern age (XIX-XXI century)

In this year the course will focus on the main events and problems of the Catholic Church in the modern age, in particular from the French revolution until today, studied comparatively in parallel with the other Christian religious confessions. Particular attention will be paid to methodological aspects, privileging the reading of documentary sources and making use of maps, graphs and iconographic sources. The main historiographical debates, the general historical context of the themes dealt with, the terminology proper to the discipline, the interactions of religious institutions with society and culture. will be taken into consideration.

- Source dossier provided by the teacher through Moodle.
- G. MARTINA, Storia della Chiesa da Lutero ai nostri giorni. 3. L'età del liberalismo, Brescia 1995,
- G. MARTINA, Storia della Chiesa da Lutero ai nostri giorni. 4. L'età contemporanea, Brescia 1995, pp. 13-80; 129-398.

Attending students will be provided with other indications during the lessons.

In the first unit, students will be given an introduction to the vocabulary and problems of aesthetics. In particular, we will follow the historical path of the terms: Aesthetics, Imitation, Art, Beauty.
The unit will be divided into three parts:
1) Introduction to the term aesthetics, as experience and as a philosophical discipline. Concerning the birth of the term: reading and commentary by Baumgarten, Aesthetica, Introduction.
2) Art and mimesis, from antiquity to the eighteenth century: (partial) reading and commentary of Plato, Republic X; Aristotle, Poetica; Batteux, Le belle arti
3) The beautiful: reading and commentary of Kant, Analitica del bello.
All the texts are collected in the anthology Estetica, edited by P. D'Angelo, E. Franzini, G. Scaramuzza Raffaello Cortina, Milan.

The second part will explore the concept of sublime.
It will then be articulated in the following way:
1) Reading and commentary of Kant, Analitica del Sublime.
2) Explanation of the interpretation of Lyotard, with reading and commentary of selected passages of the text in the program.

P. D’Angelo, Estetica, Laterza, Roma-Bari.
Estetica, a cura di P. D’Angelo, E. Franzini, G. Scaramuzza, Raffaello Cortina, Milano.
I. Kant, Analitica del sublime, in Critica della facoltà di giudizio (a cura di E. Garroni, H. Hohenegger, Einaudi, Torino, o altra edizione).
J.-F. Lyotard, Anima Minima, Pratiche, Parma (testo fuori commercio, fotocopie fornite dalla docente).
J.-F. Lyotard, Il sublime e l'avanguardia, in J.-F. Lyotard, L'inumano, Lanfranchi, MIlano, 2001, pp. 123-143 (testo fuori commercio, fotocopie fornite dalla docente).

The course aims to present the main characteristics of documents in the Western legal tradition, with particular regard to their value for historical studies. In this regard, the external and internal characteristics of the document will be examined, as well as the cultural landscape of the times and places of production of the main types of documents, linking them to the legal and cultural traditions of Western history. In this way diplomacy is understood as a historical science capable of acting as a fundamental critical support to historical disciplines, which find in manuscript documentation an important part of their primary sources of study. In particular, attention will be paid to the illustration of documentation of medieval Latin origin, which is particularly complex in its evaluation as a historical document; there will also be an in-depth study of the medieval documentary system of the city of Rome.
The course will include both the examination of reproductions of documents and the direct examination of manuscripts and writing materials through visits to archives and libraries.

The final exam will include the knowledge of the material provided during the course. Students are required to add the study ofthe following texts:
- Alessandro Pratesi, Genesi e forme del documento medievale, III edizione, Roma, Jouvence, 1999 (Guide, 3);
- Two essays among those distributed during the course

he course of Sociology of Media 2021-22 aims to provide students with the critical and theoretical tools to orient themselves in the modern society of communication and to understand the interaction between historical and technological components on the one hand and cultural and social on the other.
The course is divided into two parts: a theoretical-general and a monographic part.
The first part is devoted to the analysis of the main theories and the most important interpretative models developed within the research on mass communications with particular regard to the sociological field. Particular attention will be devoted to the modern "network society", to its theories and its impact on society and social relations.
In the final part of the course, we analyze the impact of television on Italian society and culture from the 50s to the present day. This part of the course, on the one hand, deepens the knowledge of Italian television in the different phases and seasons of the country. On the other hand, it analyses the effects of television on the individual and collective Italian identity, trough the analysis of some of the most famous Italian political talk-shows.

Exam program:
– L. Paccagnella, Sociologia della comunicazione, Bologna, Il Mulino, New Edizione 2020, solo i capitoli 3, 4,5. (New edition 2020, cover book light blue)
– E. Novelli, La democrazia del talk-show. Storia di un genere cha ha cambiato, la televisione, la politica, l’Italia, Roma, Carocci 2016.

– Recommended for integration of the program, but not part of the exam program: A. Miconi, Teoria e pratica del Web, Bologna, Il Mulino 2018, (Nuova Edizione)

For Erasmus students the program replaces the volume "The Democracy of the Talk-Show" with the part related to the Italian history from 1945 to the present of a high school manual. We recommend: Valerio Castronovo, "A World in the plural, volume 3 from 1945 to today", La Nuova Italia, chapters 24, 29, 35.

The course aims to offer: a) a general introduction to the discipline (origins and development of the alphabetical writing in Greece, characteristics of the local alphabets, different kinds of inscriptions and supports, specific literature, specific IT tools); b) practice on inscriptions, in order to gain the knowledge of basic technics and conventions for classifying, recording, filing and editing epigraphical texts; c) reading and historical- critical examination of epigraphical texts of different kind.

A) M. Guarducci, L'Epigrafia greca dalle origini al tardo impero, Roma, Istituto Poligrafico dello Stato, 1987.
B) M. Guarducci, Epigrafia greca, I, Roma 2005, pp. 391-487.
C) Material which will be provided by the teacher during classes

The course aspires to offer the tools of the historical-artistic investigation aimed at the writing of art history texts.

The course classes and visits, during which space will be given for practical exercise, take highly into consideration the specialized nature of the laboratory and the heterogeneity of its participants.
The archaeo-lab course focuses on the study and on the handling of the archaeological materials.
Within the frame of a long chronological timespan and of a large geographical horizon, several types of materials, together with their production processes, will be examined (from the pre-historic phase to the more recent and modern ones). A further analysis on the decoration of selected productions (in ceramic, metal or vitreous materials) will be then carried out.
The issues related to the cataloguing and classification of the archaeological findings and the compilation of the data records entry will be preliminary discussed.
Nevertheless, aspects related to the acquisition of scientific information (for the purpose of study or restoration of the materials) will be explored and a few notions about technical drawing and data digitization will be provided. The practical side of the lessons will be exploited throughout lectures, simulations, exercises and external visits.
During the course, the students will be trained in the field of the pottery studies, of the architectonic decoration (in terracotta or marble). Furthermore, they will be also introduced, thanks to the use of optical instrumentation and digital tools, to the study of the different types of materials (clay, vitreous, metal and stone).

Specific bibliography will be provided during the lessons; one to one meetings during the teacher’s office hours are recommended.

The course focuses on the main themes of early modern history and modern history (from XV century to XIX century), with particular attention to the historiographic categories, the use of sources and the interpretative approaches of the historians. The different political, cultural, social, economic and religious aspects of the modern age will be studied from a local and global outlook, with a certain regard to the relations between the Italian peninsula, the European continent and extra-European realities.

Books for the exam:

A) G. Dall'Olio, Storia moderna. I temi e le fonti, Roma, Carocci
(students have to study the section introductions and read the source materials)

B) Students also have to study one of the following textbooks:
C. Capra, Storia moderna (1492-1848), Firenze, Le Monnier
R. Ago - V. Vidotto, Storia moderna, Roma - Bari, Laterza
L. Mascilli Migliorini. L’età moderna. Una storia globale, Roma - Bari, Laterza

he first module (6 cfu) will provide an introduction to the knowledge of those physical environmental characteristics of our planet that constitute the natural component of the landscape. Top topics to be covered during the I Module: Basic Concepts of Astronomical Geography; The planet Earth; The representation of the Earth's surface; The lithosphere: minerals and rocks; Stratigraphy and Tectonics; Volcanic phenomena; Seismic phenomena; The Plaque Tettonica and the Evolution of the Earth; Marine hydrography; Continental hydrography; The terrestrial atmosphere; Elements and factors of the climate; Modeling the Earth's surface.
Note: Due to the Covid emergency, the way in which the teaching activity is carried out may change.

a) GEOGRAFIA I module (6 cfu)
Attending students:
- lesson notes and supplementary learning material that will be provided during the course.
Non-Attending Students:
-E. Lupia Palmieri, M. Parotto, Il Globo terrestre e la sua evoluzione,Edizione blu-Seconda edizione,testo unico, Milano, Zanichelli,2019 (ISBN: 978-88-08-32899-1).

THE MAIN STEPS OF THE HISTORICAL PROCESS OF THE RESTORATION/CONSERVATION AND PROTECTION, FROM GREEK-ROMAN WORLD UNTIL THE SECOND HALF OF THE TWENTIETH CENTURY. THE THEORIES OF THE RESTORATION OF THE NINETEENTH AND TWENTIETH CENTURY. THE THEORY OF THE RESTORATION OF CESARE BRANDI AND ITS CONSEQUENCES FOR RESTORATION/CONSERVATION OF WORKS OF ART (PAINTING, SCULPTURE AND ARCHITECTURE). CONNECTIONS WITH OTHER DISCIPLINES THAT CHARACTERIZE THE COURSE OF STUDY: ART HISTORY, HISTORY OF CRITICISM OF ART, MUSEOLOGY, HISTORY OF ARTISTIC TECHNIQUES

L. Vlad, Conservazione e restauro delle antichità. Profilo storico, Roma, 2010. Volume integrale.

C. Brandi, Teoria del Restauro, Milano, Milano (qualsiasi edizione). Volume integrale.

A. Conti, Storia del restauro e della conservazione delle opere d'arte, Milano, 2002, pp. 154-328.

The course focuses on two of the most important periods in the history of Italian cinema: postwar cinema and the 60s. The first part is devoted to the most representatives theories, films, authors, figures, and styles of neorealism. The second part analyzes the auteur cinema of old and new generations (Antonioni, Fellini, Pietrangeli, Ferreri, Olmi, Pasolini, Bertolucci, Bellocchio).

TEXTS: Gian Piero Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (in particular chapters III and IV); Stefania Parigi, Immagini del neorealismo, Marsilio, Venezia 2014; Emiliano Morreale, I film della dolce vita. Cinema d'autore degli anni Sessanta, Dino Audino, Roma 2021; a compilation of texts on neorealism by the teacher (you can find it in the Moodle Platform). Non-attending students must also read Federico Vitella, Michelangelo Antonioni. L’avventura, Lindau, Torino 2010.
FILMOGRAPHY: Ossessione (1943) by L. Visconti; Roma città aperta (1945) di R. Rossellini; Paisà (1946) by R. Rossellini; Germania anno zero (1948) by R. Rossellini; Ladri di biciclette (1948) by V. De Sica; La terra trema (1948) by L. Visconti; Riso amaro (1949) by G. De Santis; Miracolo a Milano (1950) by V. De Sica; Il cammino della speranza (1950) by P. Germi; Due soldi di speranza (1951) by R. Castellani; Pane amore e fantasia (1953) by L. Comencini; La strada (1954) by F. Fellini; Il grido (1957) by M. Antonioni; L’avventura (1960) by M. Antonioni; La dolce vita (1960) by F. Fellini; Accattone (1961) by P. P. Pasolini; I fidanzati (1963) by E. Olmi; Prima della rivoluzione (1964) by B. Bertolucci; La donna scimmia (1964) by M. Ferreri, I pugni in tasca (1965) by M. Bellocchio; Io la conoscevo bene by A. Pietrangeli; Blow-up (1967) by M. Antonioni; Dillinger è morto (1969) by M. Ferreri.

The course aims to offer a global vision of the historical development of European Theatre, through a series of close ups on themes and changes of its values and conditions, from Mediaeval culture to contemporary performance. The notion of cultural performance will be assumed as a key concept, in order to enlarge the horizon of the artistic and cultural values of theatre to other fields and practices of representation (Dance, ritual, celebration).
In its first part, the course deals with texts and contexts of books considered as groundbreaking sources for the theory and practice of the Western performer in 20th century (Artaud, Brecht, Grotowski).
In the second period, through the reading of Shakespeare's Hamlet, a focus will concern the dramatic tradition in European modern theatre.
In the final period, taking part in meeting and panels with operators, curators and performers, the students will share ongoing projects and current trends in Italian contemporary theatre

A. Artaud, Il teatro e il suo doppio, Einaudi, Torino; B. Brecht, Scritti teatrali, Einaudi, Torino; J. Grotowski, Testi. Volume II, Il teatro povero (1965-69),La casa Usher, Firenze;
W. Shakespeare, Amleto, edizione e traduzione a c. di A. Serpieri, Marsilio
2 testi a scelta tra i seguenti tre:
M. Schino, L’età dei maestri, Viella, Roma; E. Barba, La conquista della differenza, Bulzoni, Roma; F. Cruciani, Lo spazio del teatro, Laterza, Bari.
For non attending students: R. Guarino, Shakespeare. La scrittura nel teatro, Carocci, Roma; oppure il terzo dei testi a scelta.

After an introduction on the concept of urban archeology and its history, the course aims to present the system of sources, written, cartographic, iconographic and archaeological, for the reconstruction of the urban landscapes of the city of Rome and to outline the main phases of their transformations, from ancient to modern times. It will be articulated in particular in the following points:
Cartographic sources: characteristics of urban cartography; history of the cartography of the city of Rome from the Roman age to the modern age; repertoires of cartographic sources for the city of Rome.
Iconographic sources: the representation of the city in medieval, Renaissance and modern art.
Written and archival sources: function of written and archival sources for understanding the urban landscape; repertoires of written sources for the history of the city of Rome; introduction to archival research methods; Roman archives and archival funds useful for research on the urban landscape.
Archaeological sources: problems and methods of archaeological research on multi-layered urban sites, with examples taken from some sample cases.
Analysis of some building structures and types (urban walls, housing) that have most strongly marked the transformation of the urban landscape of the city, from antiquity to the modern age.
Analysis of a sample case, which simplifies, through the deepening of an area subject to an important urban archeology study, the methods and potential of this research approach: the area of ​​the Imperial Forums.

For attending students there are no texts, but the exam will focus on what was said in class and on the materials made available on Teams

For non-attending students, texts (articles and parts of books out of copyright) will be uploaded.

Course title:
DRAWING IN ARCHAEOLOGY: METHODS, TOOLS AND CONTEXTS

Syllabus

Week 1. The archaeological drawing from the site to the pottery fragment. Origin and evolution of the method and the style of making graphic documentation.

1.1. Short story of the graphic representation in the archaeological world: 18th and 19th century.
1.2. Short story of the graphic representation in the archaeological world: 20th and 21st century.
1.3. Categories to be represented: places and architectures
1.4. Categories to be represented: artifact and individuals


Week 2. Documenting the archaeological evidence: when, how and why

2.1. Typology of the evidence to be represented
2.2. Styles in graphic representation: schematic, naturalistic, virtual
2.3. Products from archaeological documentation
2.4. Stratiphying the graphic information


Week 3. Instrumental Survey: an overview and new technologies

3.1. Theory, technical principles, scientific goals
3.2. Tools for instrumental survey: data processing and graphic solutions
3.3. Basic procedures and the on-field archaeologist’s survey kit
3.4. Survey in concrete: some examples and comments about published graphic works


Week 4. Traditional Archaeological Drawing: the on-field practice

4.1. Theory, technical principles, scientific goals
4.2. Tools for drawing: data processing and graphic solutions
4.3. Basic procedures and the on-field archaeologist’s survey kit
4.4. Drawing in concrete: some examples and comments about published graphic works



Week 5. Contexts: documenting architectures through plans and sections with elevation

5.1. Typology of the architectures, methods for documenting the architectures
5.2. How to deal with the drawing of a building
5.3. How and why drawing a plan
5.4. How and why drawing a section with elevation


Week 6. Contexts: architectures and their decoration

6.1. Decorated architectures: typology, topics and matters
6.2. The representation of architectural decoration and revetments: techniques and tasks
6.3. When the decoration guides the reconstruction: some examples from the Imperial Fora
6.4. Practical activity: how to document a piece of architectural decoration


Week 7. Contexts: the archaeological excavation and the action strategies in the working site

7.1. Planning a survey: typology of intervention, features of the area, available tools
7.2. In the working site: documenting the Stratigraphic Units through overlays and sections
7.3. In the working site: drawing the stratiphication in detail
7.4. In the working site: how to build up a section starting from the overlays.


Week 8. Contexts: the archaeological excavation and the interpretation of the evidence

8.1. Analysis of the documentation: defining phases and periods
8.2. Phase-plans: when, why and how to make them
8.3. Phase-sections with elevation: when, why and how to make them
8.4. Drawing in practice: how to make a phase-plan


Week 9. The archaeological documentation and the dissemination to the Public

9.1. The archaeological language: topics, styles, matters
9.2. The scientific virtual dissemination: an overview
9.3. The Artists of the archaeological account: the Inklink brand
9.4. Site-visit: the Museum of Crypta Balbi

Basic Bibliography
(further materials will be provided during the course)

G.P. Brogiolo, Prospettive per l’archeologia dell’architettura, in “Archeologia dell’Architettura”, 1, 1996, pp. 11-15.
A. Carandini, Storie dalla terra, Roma 20003: capitoli 3 e 4.
C. Mascione, Il rilievo strumentale in archeologia, Roma 2006.
M. Medri, Disegno ricostruttivo, in R. Francovich, D. Manacorda (a cura di), Dizionario di Archeologia, Roma 2002, pp. 133-138.
M. Medri, Manuale di rilievo archeologico, Roma 2003.
R. Merlo, Ricostruzioni per la divulgazione e la didattica, in R. Francovich, D. Manacorda (a cura di), Lo scavo archeologico dalla diagnosi all’edizione (Pontignano 1989), Firenze 1990, pp. 547-578.
F. Sommaini, V. Di Cola, V. Albano, L’Aula Ovest
del complesso di Domiziano tra Foro Romano e Palatino: metodologie
a confronto per un rilievo XXL, in Archeologia e Calcolatori, 30, 2019, pp. 251-272.

The course aims to analyze the figurative art, monumental achievements and urban planning of the Greek world in the centuries from the twelfth to the first century. B.C. in their social, political, and cultural context, with thematic insights. A few hours will be reserved to the pottery production system, from the Archaic to the Hellenistic age

Enzo Lippolis, Giorgio Rocco, Archeologia greca, Cultura, società, politica e produzione, Torino, Milano, Bruno Mondadori 2011.
Giorgio Bejor, Marina Castoldi, Claudia Lambrugo, Arte greca: dal decimo al primo secolo a. C., Milano, Mondadori Università, 2008
J.G. Pedley,Arte e archeologia greca, Roma, Istituto Poligrafico dello Stato, 2005.

The 2021/2022 course aims to present the main artistic and architectural manifestations of Mesopotamia and the Iranian plateau between the second half of the 4th and the very first years of the 2nd millennium BC. The study of the main cultural expressions of the individual peoples who inhabited the alluvial areas between the Tigris and the Euphrates, together with the contemporary Elamite productions known in Fars, in Kerman and in Sistan-va-Baluchistan, will be tackled both with an art-historical approach and with a purely archaeological methodology that allows us to define cultural horizons within specific stratum sequences. With this in mind, the presentation of individual cultural dynamics from the Uruk period (ca. 3500-3000 BC) to the Neo-Sumerian period (ca. 2120-2004 BC), passing through numerous regionalisation processes (ca. 3000-2800/2700 BC), the first dynastic formulations (ca. 2700-2350 BC) and the first imperial-type organisations (Akkad, ca. 2350-2200 BC), will also be assisted by an adequate historical introduction.
In addition to providing a basic knowledge of the cultures of Mesopotamia and Iran in the 3rd millennium BC, the course also aims to enable students to develop a capacity for critical analysis of archaeological objects, helping them to fully understand the significance of the dynastic art of the pre-achemenid societies of the ancient Near East through a historical contextualisation of the archaeological data.
On the basis of course attendance and profit, the student's training, for those interested, will be completed with participation in archaeological excavations at the site of Shahr-i Sokhta, Sistan-va-Baluchistan, Iran.

- J. Álvarez-Mon, The Art of Elam, ca. 4200-525 BC, Routledge, London - New York, 2020, pp. 34-179.
- E. Ascalone, L’Archeologia dell’Iran Antico. Interazioni, integrazioni e discontinuità nell’Iran del III millennio a.C., Si.Sc.A.M., Messina 2006, pp. 3-111.
- E. Ascalone, I Sumeri, in La Storia dell’Arte. Le prime civiltà, Mondadori Electa, 2006, pp. 83-127.
- M. Liverani, Antico Oriente. Storia, Società, Economia, Editori Laterza, Roma-Bari 1988, pp. 107-200; 232-291.
- H. Frankfort, Arte e architettura dell’Antico Oriente, Torino 1970, pp. 5-68.

The Madness on the ancient Greek Stage. Phaedra, Orestes, Dionysos.
Reading three Euripides’tragedies, Ippolytus, Orestes, Bacchantes, the Students will be introduced to the study of how the Greek play the Madness on the stage and consider this status of the human being.

Giulio Guidorizzi, Ai confini dell’anima: i Greci e la follia, Raffaello Cortina Editore, Milano 2010. A Greek text of the Euripides’Ippolito, Oreste e Baccanti, with an italian translation, possibly edited by BUR.

Second semester.
Hours: 4 hours/week: Thursdays, Fridays, from 11 to 13 h, Sala riunioni di Mondo Antico.
Beginning of the course: Thursday 10 March 2022.
Also available online, in synchronous and recorded mode. Registration on Moodle: https://studiumanistici.el.uniroma3.it/course/view.php?id=500

The course examines the main data of ancient Christian literary production, from the first to the fifth century, of which will be highlighted both the peculiarities, as well as the relationship with Jewish, Greek and Latin literatures. Main topics: Proto-Christian literature (letters, evangelical literature, apocalypses), formation of the New Testament canon, writings from the sub-apostolic period, Greek apologists, "heretical" and heresiological literature, martyrial literature, Tertullian, Cyprian, exegetical literature, Origen, historiography, authors from Cappadocia, ancient literature, Hilarius, Ambrose, Jerome, Rufin, hagiographic literature, Augustine.

M. Simonetti - E. Prinzivalli, Letteratura cristiana antica, Casale Monferrato: PiemmeReligio, 2003 (selected textes).
The texts commented in the classroom not present in the anthology will be provided by the teacher.

This first part of the Byzantine Civilization teaching, addressed to Classics, History and Art undergraduates, aims to answer to the following questions: what is Byzantium? What are the benefits of studying it and why do we need to study it? Why is the study of Byzantium important not only to those interested in the Byzantine studies themselves but also to those who are involved with classical philology, Christian studies, archeology, art history and history, in their classical, medieval and modern nature, as well as history of religions and philosophy?
During this teaching we shall give essential and precise diachronic and geographic coordinates, along with clear introductory elements of evenemential history; we will also, but not only, dwell on the long, coherent and manifold civil and cultural life of Byzantium, aiming to reach two primary goals: (1) to let emerge its role in preserving literature, art and a way of studying and thinking, which are essentially what we would nowadays call western civilization and which are the foundation of every sort of humanism, and thus of the study of humanities itself. (2) To cast some light on the millenial Byzantine experiment, not only on the political and religious history of the eleven years in which it developed, but also on the idea of ‘State’ and on the geopolitics’ parable, focusing on the places, in which civilizations met and cultures exchanged, the Byzantine Roman empire had directly or indirectly ruled on.
As customary, a monographic detailed study will be devoted to Byzantine material culture. This year, this study will be about distinctive elements of Byzantine civilisation and iconography: gold working.We will start from mysterious recipes for sharpening precious metals, which are preserved in late antique papyri and proto Byzantine manuscripts - with practical demonstrations- and we will then proceed to analyze the automata of the Magnaura Palace and their functioning enigma, to the pierrerie of the last Palaeologan Basileis offered to us by the painting of the first European Renaissance.

A) Mandatory texts
— S. Ronchey, Lo Stato Bizantino, Torino, Einaudi Tascabili, 2002
— S. Ronchey, Bisanzio fino alla quarta crociata, in A. Barbero e S. Carocci (a cura di), Storia d'Europa e del Mediterraneo, vol. VIII, Roma, Salerno, 2006, pp. 215-255

The course aims to address the study of Latin and Greek scripts of ancient, late antique, medieval and early modern times, with particular regard to their value for historical and philological studies. In this regard, both book and document scripts will be examined, illustrating the genesis and historical events of all the main Greek and Latin scripts (including their use in vernacular manuscripts). The module aims to provide an advanced preparation in the analysis of scripts, accompanied by historical and cultural knowledge useful for the correct interpretation of manuscript evidence.
This course includes both the examination of reproductions of codices and documents and the direct examination of manuscripts through visits to archives and libraries. Knowledge of classical languages is recommended. For any particular case, an interview with the lecturer is necessary.

The examination will include knowledge of the materials distributed during the lessons (in paper and electronic format) and exercises.
It is also required the study of:

• D. Bianconi-E. Crisci-P. Degni (a c. di), Paleografia greca, Roma, Carocci, 2021 (two chapters: I + II or III + IV);
• A. Petrucci, Breve storia della scrittura latina, seconda edizione, Roma, Bagatto, 1992;
• A. Petrucci, Prima lezione di paleografia, Roma – Bari, Laterza, 2002 (Universale, 811)

The course will offer an introduction to cultural anthropology focusing on the different objects of anthropological knowledge from a historical perspective. The fundamental characteristics of anthropological reasoning will be introduced: relativism, the notion of culture, the notions of identity and ethnicity, the ethnographic method. A last part of the course will focus on the notion of gender, parenting and kinship, bringing out the multiplicity of practices and meanings through European and extra-European ethnography. In particular, the topics addressed will be: the cultural construction and social practices that make up gender, the notions of motherhood and paternity, the concepts of reproduction and relatedness.

Testi d’esame:

Fabietti, Ugo, Elementi di Antropologia Culturale, Mondadori, 2015, (disponibile anche in versione digitale), le seguenti parti: prima (Genesi e natura dell’antropologia culturale), terza (Comunicazione e conoscenza), quinta (Il sé e l’altro), settima (Dimensione religiosa, esperienza rituale), nona (Risorse e potere).

Più un testo a scelta tra i seguenti:
Busoni M., Genere, sesso, cultura. Uno sguardo antropologico, Carocci, 2000.
Gribaldo, A., La Natura scomposta. Riproduzione assistita, genere, parentela. Luca Sossella editore, 2005.

For those attending, it is possible to replace the text of your choice with 4 essays or chapters (which the teacher will make available to the students during the course) of which one or two will be chosen and presented by the attending student and discussed collegially in class (see "bibliografia di riferimento).

Non attending students will add: Remotti F., Contro Natura. Laterza, 2008. Da p. 86 a p. 191 (capp. 7, 8, 9, 10, 11).

Information theory and coding, elaboration and structuring.
Introduction to programming languages, in particular the Python language

slides and handouts available on the course webpage https://sites.google.com/view/intro-info-rm3/home

Pierfrancesco PORENA, Latin Epigraphy (36 hours - 6 ECTS)
DISCIPLINARY FIELD: L-ANT/03
"Rome and the Roman world: an epigraphic civilization"
No human civilization has ever celebrated and exposed the written word more than the Greek-Roman one. The module proposes an introduction to the study of the epigraphic landscape in Latin in the Roman world, from the origins to the fall of the Western Empire. We proceed to the reading of original inscriptions, live, in xerocopia and in power point. The texts are examined and transcribed according to the criteria of the current scientific edition. The individual examples of the different categories of epigraphs (sepulchral, honorary, building, sacred, etc..) are analyzed with particular attention to their historical, social and topographical context. The course will then study the different categories of epigraphic sources in Latin, the criteria of their ancient editing, their history and their modern edition (paper and digital). In addition, the students will be sent to consult the collections and other tools of epigraphic and bibliographic research, and to consult the epigraphic databases.

TEXTS for attending students:
A. Buonopane, Manuale di epigrafia latina, Rome (Carocci) 2009 (it includes links contains links to the Italian translation of the Latin inscriptions analysed in the text).
In addition to the manual, to be studied in its entirety, the students attending can download in PDF format from the teacher's website some handouts; their contents are illustrated in class and which must be studied for the exam.

Reference texts for non-attending students: they must study the manual and they must agree on a programme with the teacher.

Students can study texts in English, French, German and Spanish on the teacher's advice; it is possible to ask for taking the exam in one of these three languages