ETRUSCOLOGY AND ITALIC ARCHAEOLOGY I I

The teaching characterizes the CdS in Conservation and Management of Cultural Heritage, Cultural Activities and Landscape. It aims to provide students with the methodological tools for the interpretation of the archaeological contexts of pre-Roman Italy.
Objectives of the course are: to develop the ability to think about the dynamics of formation and development of the Etruscan civilization and of ancient Italy, also from different points of view. It aims to provide the methodology for the analysis of archaeological contexts also in comparison one with each other.

1. Knowledge and understanding
- To know basic archaeological and technical terminology
- To Know Italic chronology relative and absolute
- To know main theoretical models to analize settelments and necropolis
- To Know main theoretical models to analize material culture and social organization
2. Ability to apply knowledge and understanding
- To be able to employ archaeological and technical terminology
- To be able to apply chronological references for the Italic Iron age
- To be able to analyze some case studies for settlements and necropolis
- To be able to analyze examples of material culture and artistic finds
3. Judgment skills
- To be able to judge and argue hypothesis about etrusco-italic contexts
4. Communication skills
- To be able to tell new finds or results of the research with a plain and technical terminology
- to be able to compare themselves with colleagues and tutor, even in virtual way
5. Learning ability
- To be able to take notes and to share them with colleagues, even on line
- To be able to consult bibliographic references even with a critical point of view

Minimum requirement is a good knowledge of the Italian phisical and morphological geography. A basic knowledge of terminology and Iron age italic chronology, furthermore an overlook on the etrusco-italic civilization.

The themes related to the archaeology of death are explored, from the manifestations of the early Villanovan period through to those of the mature phase. The course will focus primarily on theoretical aspects, illustrated through the presentation of significant examples.
The course will concentrate on the methodology for interpreting funerary contexts, from the symbolism of places and objects to the reconstruction of ritual practices, drawing on knowledge of the principal monuments of Etruscan civilisation and of contemporary Italic cultures.
The course also relies on the comparative analysis of historical and archaeological sources, with the aim of achieving a coherent and wide-ranging interpretation.
The topics are intended for both attending and non-attending students. Non-attending students will be required to consult the specifically indicated bibliography and may, upon request, explore individual topics of particular interest in greater depth.

D’AGOSTINO B. 1985, Società dei vivi, comunità dei morti: un rapporto difficile, in “Dialoghi di Archeologia” III,I, pp. 47-58.
BIETTI SESTIERI A.M. 1992, La necropoli laziale di Osteria dell'Osa, Roma.
BIANCHIN CITTON E., GAMBACURTA G., RUTA SERAFINI A. (a cura di) 1998, … ‘presso l’Adige ridente ‘… Recenti rinvenimenti archeologici da Este a Montagnana, catalogo della mostra, Padova.
CUOZZO M.A. 2003, Reinventando la tradizione. Immaginario sociale, ideologie, e rappresentazione nelle necropoli orientalizzanti di Pontecagnano, Paestum.
BOIARDI A., VON ELES P. 2006, Codici funerari: dalle “regole” alla situazione “eccezionale” o viceversa ?, in Studi di Protostoria in onore di Renato Peroni, Firenze, pp. 602-608RUTA SERAFINI A. 2013, Alla riva che non ha sole, alla riva delle tenebre, in M. Gamba, G. Gambacurta, A. Ruta Serafini, F. Veronese, V. Tiné, Venetkens. Viaggio nella terra dei Veneti antichi, catalogo della mostra, Venezia, pp. 93-97.
GAMBA M., GAMBACURTA G., RUTA SERAFINI A. 2014, La prima Padova. Le necropoli di Palazzo Capodilista-Tabacchi e di via Tiepolo-Via San Massimo tra il IX e l'VIII secolo a.C., Venezia.
ANGELINI R., BENTINI L., RODRIGUEZ E., VON ELES P. 2015, Ritualità funeraria tra Veneto e Verucchio (Rimini) nell'età del Ferro: un confronto possibile ?, in Leonardi G., Tiné V. ( a cura di), Preistoria e Protostoria del Veneto, atti della XLVIII riunione dell'IIPP (Padova 2013), Firenze 2015, pp. 533-540.
ESPOSITO A. 2018, La necropoli di Pontesanto a Imola, Arimnestos. Ricerche di Protostoria mediterranea, I, pp. 187-206
BORTOLAMI F. 2024, Aria di famiglia. Identità e società nel Veneto preromano , Mantova, SAP Società Archeologica
CUOZZO M. 2025, Un contesto «principesco» femminile da Pontecagnano, Pandemos.

The test is oral; the student have to show a good knowledge of the main subjects and that they are able to explain the topics in a formally correct language, making use also of proper archaeological terminology. The students are expected to recognise the main funerary contexts treated or traceable in the bibliography and their chronological and cultural framework.

oral

The lecturer has a duty to ensure that the rules regarding the authenticity and originality of exam tests and papers are respected. Therefore, if there is suspicion of irregular conduct, an additional assessment may be conducted, which could differ from the original exam description.

Assessment will be based on the level of knowledge and understanding of the images presented in class and available in the assigned bibliography; the ability to identify the subjects and define their chronology; the ability to rework the messages contained in the images and to relate them to specific socio-cultural contexts; and the level of personal and critical reworking.
More specifically:
is considered sufficient (18-22/30) the test in which the student is able to recognise at least half of the images submitted for examination; frame the subjects, describe the iconography and hypothesise a chronology, even a very broad and generic one.
The test is considered good (22-26/30) if the student is able to identify more than half of the images submitted for examination, indicate the cultural context of production and hypothesise a chronology;
Is considered excellent (27-30/30) the test in which the student is able to identify all the images submitted for examination, frame them chronologically and culturally and provide a critical reading of the meaning of the iconographies
The test is considered excellent (30/30 cum laude) if the student is able to identify all the images submitted for examination, put them into a cultural and chronological context and provide a personal and critical reworking of the message conveyed by the image in view of a historical and social reconstruction.

Face to face lessons
Lectures and exercises
On.line papers for specific topics.

This subject deals with topics related to the macro-area "Cities, infrastructure and social capital" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development