Archaeological Sciences

Phoenician Temples and Sanctuaries in the Mediterranean area The course is divided into two parts, an institutional (introductory) part and a monographic part. Topics of the institutional part of the course: general concepts of Phoenician-Punic archaeology: history, geography, chronology, town planning and architecture, art and material culture. Monographic part: Phoenician Temples and Sanctuaries in the Mediterranean area. The institutional part of the course provides the basic knowledge of Phoenician-Punic archaeology: - geography and history of the Phoenicians; - chronology; - main characteristics of Phoenician culture (town planning, art, material culture, funerary customs); - description of the main Phoenician archaeological sites (Tyre, Sidon, Sarepta) - Phoenician colonisation: causes and modes of Phoenician expansion in the Mediterranean - Monograph subject: Phoenician Temples and Sanctuaries in the Mediterranean Area - Location and description of the most important Phoenician temples and sanctuaries in the Mediterranean area: Lebanon, Syria, Cyprus, Crete, Malta, Sicily, Sardinia, North Africa, Iberian Peninsula.

Knowledge of English and French (optional).

M.E. Aubet , the Phoenicians and the West, London 2001 C. Bonnet, E. Guillon, F. Porzia, La civiltà dei Fenici 2020 Texts in bibliography and other supplementary articles are available in pdf format and will be shared during the course in a Drive folder/Classroom

In presenza

Oral presentation and ongoing assessments Skills assessed according to the following grid Ability to present the argument: Insufficient (<18): The student fails to explain the topic or explains it in a confused, incomprehensible way and/or with many errors. Sufficient (18-22): The student presents the topic without errors but in an essential way, without details and without being able to give examples. Good (23-26): Explains the topic correctly, knows how to give details and examples, but makes links with other course topics with difficulty (if prompted). Cannot contextualise the topic within the context of the other subjects studied. Excellent (27-30): Explains the topic correctly, with the ability to reason logically in the exposition, is able to provide details and give examples even different from those seen during the lessons, is able to make connections with other topics of the course and contextualize the topic in the context of the other subjects studied. Ability to analyse and present information/data Insufficient (<18): The student does not present appropriate or relevant information or data. Cannot analyse information or data or makes inaccurate or inappropriate analyses. Reports information or data without knowing it. Sufficient (18-22): The student presents appropriate information or data but may not know or may ignore important information or data. Analysis is limited or somewhat inappropriate, i.e., contains inaccuracies and/or omissions that interfere with the analysis or the meaning of the analysis. Good (23-26): The student presents sufficient and appropriate data/information. Can generally analyse data or information for accuracy, relevance and validity. Minor inaccuracies or omissions do not interfere with analysis or significance. Excellent (27-30): The student presents sufficient, appropriate and credible data/information. Clearly analyses information for accuracy, relevance and validity. Information is clearly related to meaning. Ability to think properly and draw conclusions Insufficient (<18): Arguments are illogical, simplistic, inconsistent or absent. Lack of clear and consistent conclusions or conclusions are simplistic and stated as an absolute, inconsistent with evidence or reasoning. Sufficient (18-22): Arguments contain elements of logic or creative insights/ideas but not fully resolved. May have minor inconsistencies or omissions. Conclusions are relevant but abbreviated or simplified, not fully supported, and/or contain minor inconsistencies. Good (23-26): Arguments are mostly logical, complete and coherent and show some original and creative insights/ideas. Conclusions are generally complete, supported by reasoning, and mostly coherent and relevant. Excellent (27-30): Arguments are logical, creative, complete, coherent, and often original. Conclusions are complex and/or detailed, well supported by reasoning, creative, complete and relevant.

Frontal teaching Blended in permitted cases