B2143 - Processes inConservation

Learning outcomes

The course is aimed at illustrating the role played by scientific examinations for the investigation of different works of art. The course follows an “answer to question” structure by considering the most frequent questions conservator-restorers are used to ask to conservation scientists along the overall duration of a conservation-restoration project. A broad range of questions are answered and are strictly related with key conservation issues such as material constitution, execution technique, state of conservation and treatments’ evaluation. To this purpose the possibility offered by the application of both destructive and/or non-destructive techniques to each specific question is presented, discussed and explained by making reference to real case studies. As the students will realize many can be the answers given to a specific question and they are strictly connected with the usefulness, availability, destructiveness/non-destructiveness of each scientific method.

Course contents

The course aims to provide students with a critical understanding of heritage by examining the fundamental principles for safeguarding its diverse typologies. By tracing the evolution of theoretical frameworks (from international conservation charters to contemporary conventions), the program explores the foundations of modern conservation/restoration practices, up to understanding current challenges posed to heritage preservation.

Students will develop the necessary knowledge and skills to identify the wide range of heritage assets and the roles of the organizations and professional competencies dedicated to their protection, deepening the understanding of operational tools for managing heritage sites, analyzing criteria for integrity and authenticity, and strategic frameworks for their protection, exploring current challenges faced by heritage professionals in the safeguarding process (man-made and natural hazards).

The ultimate objective is to cultivate a critical lens for the conservation and management of the historical environment, with a strong emphasis on risk management. This will enable students to navigate the complexities of heritage safeguarding and tackle contemporary threats with professional awareness.

Readings/Bibliography

• Jokilehto J. (ed) (2005). Definition of Cultural Heritage. References to documents in history, ICCROM 
• M. Petzet (2009). International principles of preservation, ICOMOS, https://openarchive.icomos.org/id/eprint/432/1/Monuments_and_Sites_1_Charters_Petzet.pdf
• Jigyasu R. (2010). Managing disaster risks for World Heritage, UNESCO, https://publ.icomos.org/publicomos/jlbSai?html=Pag&page=Pml/Not&base=technica&ref=5C81E1D811B94375374A3CE5E0D9D2FC
• UNESCO (2013). Managing Cultural World Heritage. UNESCO World Heritage Centre, ICCROM, ICOMOS, IUCN, Paris (France).
• ICOMOS (2017). Guidance on Post Trauma Recovery and Reconstruction for World Heritage and Cultural Properties. ICOMOS, Paris (France).
• Jigyasu, R. (2010). Managing Disaster Risks for World Heritage. UNESCO World Heritage Centre, ICCROM, ICOMOS, IUCN, Paris (France). http://whc.unesco.org/uploads/activities/documents/activity-630-1.pdf [10/02/2025]
• Pedersoli, J. L. J., Antomarchi, C., & Michalski, S. (2016). A Guide to Risk Management of Cultural Heritage. ICCROM.
• Tandon A. (2018)a. First Aid to Cultural Heritgate in Times of Crisis. Handbook for coordinated emergency preparedness and response to secure tangible and intangible heritage, vol. 1, ICCROM, Roma.
• Tandon A. (2018)b. First Aid to Cultural Heritgate in Times of Crisis. Toolkit for coordinated emergency preparedness and response to secure tangible and intangible heritage, vol. 2, ICCROM, Roma.
• Tandon A., ICCROM (2016). Endangered Heritage: Emergency Evacuation of Heritage Collection, UNESCO, Paris (France).

 

Further readings will be suggested over the course lectures.

Teaching methods

This course is taught entirely in English.

The course will be based on different teaching methods:

• Frontal lessons;
  
• Flipped classrooms and group discussions based on case studies and/or on ad hoc material (i.g., international documents, scientific papers, case studies analysis)
• On site visits

 

Assessment methods

The final examination consists of a written exam aimed at assessing the theoretical knowledge acquired, the mastery of specific terminology, and the ability to develop a comprehensive understanding of the topics covered in class. Students will also be required to take part in workshop-based discussion activities and to submit a short practical assignment, which will contribute to the final grade.

Good or excellent grades will be awarded to students who demonstrate a critical understanding of the subject, the ability to apply theoretical concepts to practical examples, and the use of appropriate terminology. An examination based mainly on rote learning, with limited analytical and synthesis skills and imprecise language, will result in marks ranging from fair to satisfactory. Significant gaps in knowledge, inadequate language, and the inability to provide an overall understanding of the topics addressed will inevitably lead to a barely passing grade or a negative evaluation.

Teaching tools

Teaching materials and additional resources will be made available through the Virtuale platform.

Office hours

See the website of Eleonora Melandri