90434 - Memory, Museum and Information

Learning outcomes

Through the study of the different theoretical perspectives on Memory and the study of the relationships between Memory registers mainly (but not only) three-dimensional and the information Institutions dedicated to them, at the end of the course the student must understand the relationships between objects and memory through the transformations of the idea of a museum and the importance of the exhibition order as an order of memory and knowledge. He knows also analysis methodologies and specific bibliographical tools.

Course contents

Cultural memory: concepts and problems.
History of memory
Concept of Cultural Memory
History and memory / Collective memory
Memory, Heritage and Globalisation
National Culture as Heritage?
Decoloniality as a concept for memory and heritage
Tourism and Memory: Scenarios
Capitalism and politics of memory
Dissonant heritage
Racial theories, museological collections and narratives
Monuments, history and narratives: case studies

Readings/Bibliography

Bibliografia obbligatoria (frequentanti e non frequentanti*)

ASSMAN, Aleida. Ricordare. Forme e mutamenti della memoria culturale. Bologna, il Mulino, 2015. Chapters: Introduzione, I e II.

SLOTERDIJK, peter. L'imperativo estetico - Scritti sull'arte.Chapter 6 (Museo - una scuola dello spaesamento)

STORRIE, Calum. Delirium museum: un viaggio dal Louvre a Las Vegas Cremona, Johan & Levi, 2017. Chapters: Introduzione, I, II, III, IV e V.

ONE text choose between:

1) Augé, Marc. Disneyland e altri nonluoghi. Torino, Bollati Boringhieri, 2009.

2) Augé, Marc. Rovine e macerie - Il senso del tempo. Torino, Bollati Boringhieri, 2004.

Suggested complementary bibliography:

BENJAMIN, Walter. Angelus Novus - saggi e frammenti. CAPITOLO: "Baudelaire e Parigi".

VERDE, Simone. Le belle arti e i selvaggi - La scoperta dell'altro, la stori dell'arte e l'invenzione del patrimonio culturale. Napoli: Marsilio, 2019.

CLAIR, Jean. La crisi dei musei - la globalizzazione della cultura. Milano, Skira, 2008.

ZEVI, Adachiara. Monumenti per difetto - dalle fosse Ardeatine alle pietre d'inciampo. Roma, Donzelli, 2014.

JEUDY, Henri-Pierre. Fare Memoria - perché conserviamo il nostro patrimonio culturale. Firenze: Giunti, 2011.

CANDAU, Joël. Anthropologie de la mémoire Paris: Colin, 2005.

HALBWACHS, Maurice. La memoria collettiva.

SMITH, Laurajane. Uses of Heritage, chapters 1 and 2 (p. 9-84). New York: Routledge, 2006.

CONNERTON, Paul. How modernity forgets. Cambridge: Cambridge University Press, 2009

* NON-attending students:

In addition to the compulsory readings, non-attending students will need to supplement their preparation by reading a text of their choice from the supplementary bibliography or by reading both texts by Augé.

Further suggestions can be made in class, depending on the direction of the discussions.

 

Teaching methods

The course emphasises participatory teaching. Teaching is carried out through lectures and the use of technological aids. It is also carried out through in-depth seminars with students, discussion of empirical cases, practical exercises, viewing and analysis of film clips, documentaries and videos on the themes of the course. Students will be asked to play a very active role, through discussions, the analysis of case studies and work to be processed outside class time and presented.

Assessment methods

The test consists of an oral interview to assess the knowledge of the topics discussed during the lessons (for those attending) and of the bibliography indicated, and the critical and methodological skills acquired by the student. The following will be assessed: mastery of the contents, ability to synthesise and analyse themes and concepts, ability to express oneself adequately and in language appropriate to the subject matter. The final grade will be based on the overall assessment.
The examiner will begin with a presentation of a topic of his or her choice from those covered, and the exam will continue with at least two further questions posed by the teacher.
During the appeal, the interview is aimed at testing the student's ability to analyse, critique and control the discipline as a whole.

The criteria adopted for the assessment of learning are: knowledge of the bibliography of the programme; ability to develop arguments independently; ability to describe and illustrate phenomena, processes, practices studied by the sociology of cultural and communicative processes; ability to empirically place theoretical generalisations; ability to deal with a sociological reflection on aspects and processes of transformation of contemporary society.
Two different assessment parameters will be adopted, for attending students and for non-frequenting students.
For attending students - the assessment of learning consists of: 1 midterm test (in the middle of the course); presentation of seminar work (in the second half of the course), written elaboration of the presented work (at the end of the course), participation in discussions and exercises and group work. All this will be included in the assessment and will serve as a means of monitoring individual learning in relation to the course undertaken in the classroom. The examination programme is roughly similar to that for non-attenders.

Attendees who have achieved and passed the pass mark in the mid-term examination may:

1) register their grade (by registering for the roll call, no physical presence required during registration);

or:

2) to supplement the pass mark, they may participate in a group work phase;

or:

3)decide to take the oral exam on the entire programme

Specifically, the following will be assessed

- active participation in class, exercises: 20%

- Group work: 20%

- Midterm examination: 60%

Non-attending students must supplement their bibliography for the call.

(Supplements indicated in TEXTS/BIBLIOGRAPHY)

 

Teaching tools

Lectures. Network resources. Coordinated discussions. Guidance and tutoring to out-of-class groups (on telematics platform)

FOR NON-FREQUENCING STUDENTS: If there are any doubts about course explanations and study materials, I would ask you to send me an email with times when you are available online to arrange a short meeting to settle any doubts or needs you may have 

All student who are affected by learning disability (DSA) and in need of special strategies to compensate it, are kindly requested to contact Prof. Crippa (qui aggiungere il proprio nome), in order to be referred to the colleagues in charge and get proper advice and instructions.

https://site.unibo.it/studenti-con-disabilita-e-dsa/it/per-studenti

Office hours

See the website of Giulia Crippa