90095 - Scientific and Technical Museology

Learning outcomes

Understanding of the concept and practice of museums, with a view to recognise and appreciate collections of historical and scientific interest, from Wunderkammer to nineteenth-century museums, from Science museums to Science centres. The course will examine the characteristics, the evolution and the cultural role played by technical-scientific museums and by other means of display and visualisation in relation to the developments of science and technology, the creation of scientific traditions, their connection with the economic and social aspect, and the inheritance of such intellectual background

Course contents

Course title: "The scientific museum between history and project". (The course and exam are in Italian).

Through some case studies, the course will explore the characteristics, evolution and cultural role played by technical-scientific museums and other forms of exposure and visualization from the Renaissance to the present day.

Main topics:

• The course will open with an introduction to historical-scientific topics relating directly and/or indirectly to the evolution of collections of historical-scientific interest.

• The Wunderkammer a microcosm of naturalia and artificialia The rooms of wonders between the sixteenth and seventeenth centuries. Theory and practices in the creation of private collections by members of the aristocracy and the rich bourgeoisie. Particular attention will be paid to the figure of Ulisse Aldrovandi and to the collecting of the Medici dynasty.

• From the "curiosity cabinets" to the eighteenth-century collections with specific attention to the collections of the Institute of Sciences of Bologna (now the Museums of Palazzo Poggi).The emergence of new criteria for classifying nature is reflected in "scientific" criteria in the organization of the collections and in their visualization. From private to public. Many collections become research tools within scientific academies. The collections are enriched with tools and machines.

• In the nineteenth century the fragmentation and multiplication of scientific museums corresponds to the progressive specialization of the various scientific fields. At the same time, the industrial revolution determines a radical change in the mission of the museum itself that is starting to address a wider audience.

• The nineteenth century also saw the extraordinary development of national and international exhibitions as a stage from which to offer an audience of unprecedented dimensions the progress of science, technology and the arts. Cultural, socio-economic and political aspects of these events.

• The first museums dedicated specifically to illustrating the history of science and technology have emerged from the collections of instruments and equipment used for teaching, and from the collections of machinery exhibited during national and international exhibitions.

• Since the mid-1950s, attention has shifted to the "Exploratorium" phenomenon, to "science centers", characterized by an interactive approach, the use of new communication methods, and the tendency to stimulate the public participation. The museum is increasingly becoming a complex medium: Learning at the Museum, Knowing the visitors, The human factor, Museums and society, the building, etc. they become relevant issues, subject to specific investigations. The cases of MUSE (Trento) and the Enrico Fermi Historical Museum (Rome) will be analyzed.

Readings/Bibliography

The program  for attending students

• Notes taken in class; materials uploaded to Virtuale 

• M. Beretta, Storia materiale della scienza, Carocci, Roma, 2017, capitoli 2 (Dagli strumenti scientifici alle macchine), 4 (Scienze e arti), 6 (I Musei della scienza); 7 (Le Accademie).

• P. Findlen, Possedere la natura, in Stanze delle meraviglie. I musei della natura tra storia e progetto, a cura di L. Basso Peressut, Clueb, Bologna, 1997, pp. 25-47.

• F. Camerota, M. Miniati, I Medici e le Scienze. Strumenti e macchine nelle collezioni granducali, Giunti, Firenze, 2008, pp.pp.141-153; 205-210; 221-223; 229-241; 249- 256; 285-289, 331-335; 359-365.

• P. Brenni, Le meraviglie del progresso. Le esposizioni universali e i musei tecnico scientifici, in Storia delle scienze. Conoscenze scientifiche e trasferimento tecnologico, Torino, Einaudi, 1995, pp. 143-185

• M. Merzagora, P. Rodari, La scienza in mostra. Musei, science centre e comunicazione, Bruno Mondadori, Paravia, 2007
  
  
• Donatella Biagi Maino (a cura di), L'immagine del Settecento da Luigi Ferdinando Marsili a Benedetto XIV, Umberto Alemandi &C, Torino, 2005, 9-49, pp. 81-120

 

For attending students, optional: use of a collaboration space within the MoDe-Officina dell'educazione, with particular reference to the clean rooms. https://www.doc.mode.unibo.it/

 

Program for non-attending students:

To the above texts (including materials uploaded to Virtuale) must be added:

 M. Beretta, Storia materiale della scienza, Carocci, Roma, 2017, capitoli 3 (Scienza e comunicazione); 9 (Specializzazione e discipline), 11 (Scienza e tecnologie).

Teaching methods

Frontal lessons.

Active participation is encouraged, including asking questions and discussing issues to be expanded on. Lectures will alternate with seminars; students will have the opportunity to attend conferences given by experts, to watch videos and explore websites, and to visit museums and/or libraries. At the end of each lesson, 15 minutes will be dedicated to questions, requests for clarification, etc.

 

Receipt

During the period of the lessons the teacher receives at the end of the lessons. Outside the lecture period, the teacher receives on Mondays from 10 to 11 - by appointment to be fixed by writing to sandra.linguerri@unibo.it [mailto: sandra.linguerri@unibo.it] - in her studio in Via Zamboni 38, Bologna, 2nd floor (studio 4.07) Timetables, classrooms, start date of lessons: The course follows the didactic calendar of the School of Arts and Cultural Heritage. Beginning of the course, timetables and classrooms will be published by the School's didactic office It is strongly recommended to carefully watch the notices that the teacher places on their website to report any changes to the calendar.

 

Assessment methods

Oral exam of the duration of 30-40 minutes approximately.

The oral examination aims to evaluate the critical and methodological abilites developed by the student:

- basic knowledge of the program: the assessment is carried out on the basis of the texts indicated in the bibliography - the ability to understand the problems faced during the lessons - knowledge of the discipline in its historical development - the ability to frame the objects / problems studied in their context, and to discuss them critically - the quality of oral expression and the ability to construct a logical-argumentative type of speech

The exam will be structured in 2 parts: 1) Some brief notional questions, to check the careful reading and the knowledge of the exam texts; 2) Two / three open questions of more general-interpretative cutting.

The assignment will be marked on the basis of the student’s ability to gather and select the appropriate information to be able to effectively illustrate and link topics and issues

Specifically :

The achievement of an organic and articulated vision, in-depth knowledge of the reference texts, the ability to critically use the arguments considered, expressive mastery and an appropriate use of specific language will be evaluated with excellent marks (30-30L). Exhaustive and satisfactory knowledge, substantially correct expression and good critical elaboration will be evaluated with points between 27 and 29. The acquisition of correct knowledge, but not critically elaborated, and the use of correct but not always precise language will lead to marks between 25 and 26. Mostly mechanical and/or mnemonic knowledge of the subject, unarticulated synthesis and/or analysis skills, correct but not specific language will lead to marks between 22 and 24. Only minimal knowledge of the course contents and/or inappropriate language will lead to low marks (18-21). Serious learning gaps, grossly inappropriate language, and a lack of understanding of the bibliographical materials discussed during the course will be assessed negatively and will result in failure to pass the exam.

The use of textbooks, notes or any electronic device is not allowed during the examination.

Teaching tools

PowerPoint (they  will distributed in Virtuale); DVD and scientific documentaries, website.

 

Students with disabilities and Specific Learning Disorders (SLD)
Students with disabilities or Specific Learning Disorders have the right to special adjustments according to their condition, following an assessment by the Service for Students with Disabilities and SLD. Please do not contact the instructor but get in touch with the Service directly to schedule an appointment. It will be the responsibility of the Service to determine the appropriate adjustments. For more information, visit the page: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students .It is recommended that students contact the University office in advance. Any proposed adjustments must be submitted at least 15 days in advance for the instructor’s approval, who will evaluate their appropriateness in relation to the learning objectives of the course.

Office hours

See the website of Sandra Linguerri