30398 - Archaeology of Pre-Islamic Iran

Learning outcomes

The course concentrates on a monographic subject, different every year, treated on the basis of the historical, literary and archaeological sources, with the critical approach typical of scientific research. At the end of the course, the student has acquired the specific knowledge on the monographic subject; has developed autonomous attitude in respect of the large existing bibliography on the archaeology of Ancient Iran; has got the learning capabilities necessary to investigate with well-grounded basis the sources for an archaeological research.

Course contents

The course deals with a single topic in the archaeology of the pre-Islamic Iranian world, studied from a more detailed monographic perspective, with a focus on critical analysis and methodology.

The theme of the 2022-2023 course is:

'Architecture of Iran from the Arsacid and Sasanian periods (3rd century BC - 7th century AD). Technical and stylistic issues'.

After briefly explaining the proposed periodisation of the architecture of the Iranian world of the Arsacid and Sasanian periods and its main monuments, the course will deal in detail with materials, building techniques, architectural types, styles and decorative elements. Each of these aspects will be examined from a diachronic perspective but also with adequate attention to the local aspects of the different regions of the Iranian world and where possible with the aid of written sources particularly as concerns ancient terminology.


Summary of topics covered

1 - Introduction to the history and archaeology of the Arsacid period. The written sources

2 - The main evidence of the architecture of the Arsacid period

3 - Introduction to the history and archaeology of the Sasanian period. The Written Sources

4 - The main evidence of the architecture of the Sasanian period

5 - Building materials

6 - Construction techniques

7 - Architectural types

8 - Architectural styles

9 - Decorative elements

10 - Local traditions of the different regions of the Iranian world

Readings/Bibliography

Texts/Bibliography

The course presupposes a basic knowledge of the archaeology of Iran in the Achaemenid period, as provided by the course "Archaeology and History of Iranian Art" for the bachelor degree in Cultural Heritage. For those who do not have this basic knowledge, it is recommended to study the first three didactic sections of that course (Introduction, Age of the Medes, Age of the Achaemenids), available on-line at https://virtuale.unibo.it/course/view.php?id=20604#section-3. The following bibliography is provided especially for students who will not be able to attend the course.

Attending students:

Since the course, due to its distinctly monographic character, will see the teacher develop the subject in a highly innovative perspective, for the preparation of the exam the attending students, in addition to the possible preparation of basic knowledge of the archaeology of Iran in the Achaemenid period through the above mentioned on-line materials, will be able to use the slides projected during the lessons, in addition to the texts that will be indicated by the teacher.

Non-attending students:

Texts indicated for the preparation of the examination by non-attending students:

1 - The first three didactic sections of the course of "Archaeology and History of Iranian Art" for the three-year degree in Cultural Heritage (Introduction, Age of the Medes, Age of the Achaemenids), available online at https://virtuale.unibo.it/course/view.php?id=20604#section-3

• 2- P. Callieri, “Terra e pietra nell’architettura dell’Iran degli imperi pre-islamici”, in P. Callieri & A.V. Rossi (eds), Civiltà dell’Iran: passato, presente, futuro, ISMEO, Roma 2018, pp. 87-98.
• 3 - P. Callieri, Architecture et repésentations dans l'Iran sassanide (Studia Iranica, Cahier 50), Association pour l'avancement des études iraniennes, Paris 2014,particularly chapters 1-3, pp. 39-127. English summaries are available in the volume (pp. 193-221): for the use of those who do not read in French, the teacher may also make the unpublished Italian versions available.
• 4 - D. Huff, "Architecture sassanide", in Splendeur des Sassanides, Bruxelles 1993, pp. 45-61.
• 5 - S. Ghanimati, " Kuh-e Khwaja and the religious architecture of Sasanian Iran", in D.T. Potts (ed.), The Oxford Handbook of Ancient Iran, New York 2013, pp. 878-908.

 

Teaching methods

Lessons with direct and critical examination of the iconographic documentation through slideshows and distribution of plants and graphs. The aim of the course is to introduce the student to the main problems of the proposed research theme. The emphasis is on the methodological approach to the research proposed, in order to stimulate critical reflection by the student.

For these reasons, frequency to the lessons, although not mandatory, is highly recommended.

Assessment methods

Oral examination. The exam will begin with the presentation of a topic of the student's choice among those covered, and the exam will continue with at least five other questions asked by the teacher.
The oral interview aims to assess the acquisition of basic knowledge in the subject matter of the monographic course, giving for acquired a solidity of the chrono-geographical reference framework of each site and monument. The acquisition of specialist language is considered a necessary requirement for passing a Master course exam. The final vote will be based on the evaluation as a whole.
The purpose of the exam is also to verify the methodological and critical skills acquired by the student. Given the importance of attending the lessons, two different evaluation parameters will be adopted, for students attending and for students not attending.

Attending students

The frequency will influence the final evaluation with 30%.

In particular, the student's ability to actively participate in the lessons will be evaluated; these skills, added to the achievement of an exhaustive understanding of the subject matter dealt with during the lessons, with the demonstration of critical sense and with appropriate means of verbal expression, will be evaluated with the highest scores excellent = A (27-30 cum laude).
Attendance, associated with a predominantly mnemonic acquisition of the subject matter of the course and verbal expression and logical skills not fully satisfactory, will be evaluated with scores between good (B = 24-26) and satisfactory (C = 21-23).
Attendance, associated with a minimum acquisition of the subject matter of the course and inadequate verbal expression and logical skills, will be evaluated with a sufficient score (D = 18-20).
The absence of a minimum acquisition of the subject matter of the course combined with verbal expression and inadequate logical skills, will be evaluated with insufficient score (E), even in the presence of an assiduous attendance.

Non-attending students

Non-attending students will be assessed primarily on their ability to use the indicated bibliography to appropriately present the course content. This ability, added to the achievement of an exhaustive understanding of the subject matter dealt with in the course of the lessons, with the demonstration of critical sense and with appropriate means of verbal expression, will be evaluated with the highest scores excellent = A (27-30 cum laude).

A predominantly mnemonic acquisition of the subject matter of the course, with verbal expression and not fully satisfactory logical skills, will be evaluated with scores between good (B = 24-26) and satisfactory (C = 21-23).
A minimum acquisition of the subject matter of the course, with verbal expression and inadequate logical skills, will be evaluated with a sufficient score (D = 18-20).
The absence of a minimum acquisition of the subject matter of the course combined with verbal expression and inadequate logical skills, will be evaluated with insufficient score (E).

Teaching tools

During the on-line lessons, slides and graphs projection.
Students with a form of disability or specific learning disabilities (DSA) who are requesting academic adjustments or compensatory tools are invited to communicate their needs to the teaching staff in order to properly address them and agree on the appropriate measures with the competent bodies.

Participation in archaeological activities in Iran, although quantitatively limited, is possible. For this reason, interested students are informed that attendance of this training activity requires the completion of all modules 1 and 2 in e-learning mode and participation in module 3 of specific training on health and safety in the workplace. Information on dates and modalities for attending module 3 can be found in the appropriate section of the course website.

Office hours

See the website of Pierfrancesco Callieri