07490 - Iranian Archaeology and Art History

Learning outcomes

The course aims at introducing the student into the difficult field of the archaeology of the Iranian world, with a special stress on the land of the Iranian Plateau, through the presentation of the main archaeological evidences in a historical-cultural perspective. Also the specific problems of conservation of the latter are treated. At the end of the course the student has acquired a knowledge of the main archaeological evidences of the area, is able to place them in their historical-cultural context and to understand their specific conservation problems; is also able to learn from experts in other fields and to find out the relationships with other disciplines; has methodological rigour and accuracy.

Course contents

Introduction to the main themes of geography, history and history of religion, necessary for a cultural frame to the course subject. Examination of the different sources. Introduction to the archaeology and art history of ancient Iran, from the Medes to the Sassanians, with an illustration of the main archaeological, architectural and artistic evidence.

Readings/Bibliography

1- J. Wiesehöfer, La Persia Antica, Bologna, il Mulino, 2003; 2 - Notes of the lessons corrected by the teacher ("dispensa" available at the Faculty library); 3 - Aa.vv., Splendeurs des Sassanides. L’empire perse entre Rome et la Chine, Bruxelles 1993, pp. 11-141.
Students who can not attend course should add: 4- E. Porada, Antica Persia, Milano, il Saggiatore, 1962, pp. 142-262;
Only for illustrations: 5 - R. Ghirshman, Arte persiana. Proto-iranici, Medi e Achemenidi, Milano, Bur arte, 1982 and 6 - id., Arte persiana. Parti e Sasanidi, Milano, Bur arte, 1982.

Teaching methods

Direct lessons with examination of the iconographical documents through slide projections and distributions of plans and maps. Given that the culture of ancient Iran is not included in the programme of Italian high school, aim of the course is introducing the student to the basic concepts rather than insisting on single notions, which are always set in the global frame.

Assessment methods

Oral examination, with the possibility of having on request control of the various parts of the programme.

Teaching tools

Image projection and graphs distribution.

Office hours

See the website of Pierfrancesco Callieri