13467 - History of Food Habits (1)

Course Unit Page

Academic Year 2021/2022

Learning outcomes

By the end of this course, students should know the essential lines of food history in an economic, social and cultural perspective, based on reading documentary, narrative, literary and scientific sources, by way of examples of document interpretation and an introduction to proper historical work. Students will write on such subjects using specific terminology. Working independently and in an orderly fashion, they will have acquired self-criticism and an ability to learn from mingling with others; they will also know how to choose the learning tools best suited to their own skills and purposes.

Course contents

General history of food and food culture history, both historical and anthropological, with a particular reference to European history between the Middle Ages and the Modern Age.

Readings/Bibliography

 

M. Montanari, La fame e l'abbondanza. Storia dell'alimentazione in Europa (Laterza, 1993).

M. Montanari, Il formaggio con le pere. La storia in un proverbio (Laterza 2010).

M. Montanari, L'identità italiana in cucina (Laterza 2011).

The content of these books will be integrated by materials presented in class and published on iol.

Students non attending classes, instead of the latter materials, will read also:

M. Montanari, Il cibo come cultura (Laterza 2004).

Teaching methods


Frontal lessons, featuring themes and document readings.

Assessment methods

Oral test.

Are evaluated: the property of language, the understanding of the topics discussed, the ability to propose connections between different themes. The vote is expressed in 30/30. At discretion of the teacher, a mention of praise can be added.

Evaluation criteria and degrees. The achievement by the student of a full critical knowledge of the topics taught in the course and mastery of the specific language will be evaluated with excellence marks. A mnemonic knowledge of the matter and synthesis and analysis skills articulated in a language not always appropriate will lead to discrete evaluations. Inappropriate formative and/or inappropriate language will lead to just sufficient marks. Serious formative errors, inappropriate language, lack of orientation within the bibliographic materials provided by the course will be negatively evaluated.

Teaching tools

Exposure of problems, image projection, document readings.

Office hours

See the website of Massimo Montanari