11440 - Landscape Archaeology (1)

Learning outcomes

The aim of this teaching is to lead the students to understand the dynamics and the rules of landscape changes during times, as an important aspect of the history of peopling . This approach is essentially based on an idea of the landscape as a 'palinsesto', where it is possible to see the signs left by the relationships between man and environment during times. Starting from the comprehension of today's landscape, the student will be able to reconstruct the history of a country at a physiographical and human level. In order to do this step, students will be previously provided of all methodologies and tools necessary to build a reliable image of ancient land use and setting patterns. Among these instruments, we would mention cartography, remote sensed images and geomorphological rudiments necessary to understand the relationships between man and environment.

Course contents

The goal of landscape archaeology is the understanding of the relationship between man and the environment through the traces that make it possible to identify its outcomes in the various historical periods.


The context of the study may be a region, a valley, or even just a single settlement, and involves the choice of appropriate research methodologies ranging from the more traditional (study of historical geography, reading ancient sources, toponymy) to the more modern (digital cartography, aerophotography, geophysics, archaeological reconnaissance).


Landscape archaeology brings students closer to research methodologies charged with innovative potential, such as geophysics and remote sensing (aerophotography, satellite images, drones). These non-invasive survey methodologies, combined with more traditional methods such as archival analysis and field survey, aim to contain the consumption of stratigraphic deposits characteristic of archaeological excavation.


In order to understand the phenomena typical of Landscape Archaeology, it is necessary to investigate an area in a long-term perspective by crossing the various epochs without chronological boundaries. One can also focus on precise phenomena typical of a certain historical period, but their understanding will only be complete within a broader panorama.


The ultimate goal of the landscape archaeologist is to draw archaeological maps and plans that document the archaeology of an area and, through dialogue with the palaeo-environmental sciences, reconstruct the essential features of the ancient landscape.


For this reason, Landscape Archaeology is also a discipline aimed at training those archaeology professionals who work with territorial protection and government agencies to better plan for changes in the contemporary landscape.



In terms of content, the first part of the course will take place in November and will address introductory topics, starting with the definition of landscape and landscape archaeology itself. Then, the sources and methods for reconstructing variations in the ancient landscape will be analysed, starting with the more traditional methods (cartography and ancient literature, toponymy, surface reconnaissance) and continuing with non-invasive methods (geophysics, remote sensing and aerophotography).


In the second part of the course, in December also with the use of case studies, some specific themes will be addressed, such as variations in the ancient population, the economy of the territory and the structuring of connections on water and land routes.


Translated with www.DeepL.com/Translator (free version)

Readings/Bibliography

In addition to the lecture notes with the corresponding slideshows uploaded to the course website, students should study one of the following textbook:

E. Farinetti, I Paesaggi in Archeologia: Analisi e Interpretazione, Roma 2012.

 

Those who do not attend the lectures are required also to study the following textbook (in addiction):

P. Basso, Strade romane: storia e archeologia, Roma 2007.

 

Bibliography:

(Non-mandatory readings but useful for optional further study)

 

Paolo D'Angelo, Il Paesaggio. teorie, Storie e luoghi, Laterza 2021;

Carlo Tosco, Il Paesaggio come Storia, il Mulino 2017;

L. Quilici, S. Quilici Gigli, Introduzione alla topografia antica, Bologna 2004;

Stefano Magnani, Geografia storica del mondo antico, il Mulino 2003.

Teaching methods

The lectures will be seminar-based, using presentations and case studies in which research directed by the lecturer is in progress and, subject to logistical availability and if possible, students will be offered the opportunity to participate in field research.

It will also be possible to host researchers engaged in specific projects related to the course topics and propose short readings to be critically discussed in class.

In particular, passages from Vito Fumagalli's Man and the Environment in the Middle Ages and Fernand Braudel's The Mediterranean will be read and discussed in class.

Students will be asked to actively participate in the lectures.

In order to refine also the theoretical and practical aspects, it is recommended to attend topography workshops (https://corsi.unibo.it/magistrale/archeologia/i-laboratori-didattici)

Assessment methods

The learning assessment for students attending the course will also be based on the evaluation of participation in discussions and other learning activities, such as lectures and critical readings to be reported to the class.

The final grade will be established by means of an oral examination in which at least three questions will be asked relating to the main themes addressed in the course of the lectures:

1. Objectives of Landscape Archaeology;

2. Methods and tools

3. Evolution of the population and ancient infrastructures;

The interview will be opened by the candidate with a topic of his or her choice (first question) followed by two requests for in-depth studies on the other topics (two questions). If necessary, in order to facilitate the evaluation, further in-depth studies may be requested.

For non-attending students, the interview will focus on the same topics with particular reference to the volumes studied.
The following evaluation parameters will be adopted, for attending students and non-frequenting students.

Attending Students

Excellent Evaluation (30 and praise-28): active participation of the student in the lessons; the student will have to demonstrate the possession of high level knowledge, the ability to interpret the landscape problems correctly and showing a certain autonomy of reasoning. The student will demonstrate the ability to move well within the "parure" of sources presented in class. Excellent oral expression skills including in the technical languages presented.

Good Grade (27-23): The student has attended the course and will demonstrate possession of knowledge at a good level, but mainly mnemonic; the interpretation of the problems proposed will be correct, but not always precise and autonomous. The language used will be appropriate with some problems in the more technical aspects.

Sufficient Rating (22-18): The student has attended the course, demonstrates possession of the basic knowledge of the discipline, but assumed in mnemonic form; the interpretation of the problems is mostly correct, but conducted with inaccuracy and little autonomy. The language used will be fair, but lacking in technical language.

Insufficient Evaluation: the lack of acquisition of the basic concepts of the discipline, combined with a poor ability to make use of the sources presented and an adequate language will be evaluated with insufficient score, which provides for the repetition of the exam.

Non-Frequenting Students
Non-frequenting students will be evaluated primarily on the basis of their ability to gain awareness of the issues inherent in Landscape resulting from manual and bibliographic study, combined with adequate language.

Excellent Evaluation (30 cum laude -28): the student will demonstrate a solid understanding of the subject matter, the demonstration of a critical sense in evaluating the sources to be drawn upon in reconstructing the ancient landscape. He/she will express him/herself in language appropriate to the subject, even in its technical parts.

Good Evaluation (27-23): the student will demonstrate a good knowledge and understanding of the subject, but will not have fully succeeded in developing a critical sense, with verbal expression and reasoning on the issues proposed not always perfect.

Sufficient Rating (22-18): the student will demonstrate sufficient knowledge of the subject matter, but will have failed to develop a critical sense, with verbal expression and reasoning on proposed problems not fully satisfactory.

Insufficient Assessment: lack of acquisition of basic concepts of the discipline, coupled with a poor ability to make use of the sources presented and adequate language will be assessed with an insufficient score, which requires retaking the exam.

Teaching tools

The presentations used during the lectures will be available on the course web portal.

Office hours

See the website of Enrico Giorgi