Fashion theory and practices

Educational objectives

This course introduces and examines social, sociological, and cultural theories and concepts central
to the study of fashion. Various theoretical paradigms, schools of thought, and influential thinkers
are considered, and these theories’ applicability to fashion phenomena are evaluated. Through
concrete examples, the student learns to critically reflect upon both fashion scholarship and fashion
itself.
After the course, the student will be able to recognise different conceptual and theoretical ways of
thinking; apply these ideas to multiple kinds of fashion phenomena; and evaluate their usefulness
for different areas of real-life dress and fashion phenomena.
The course gives the student tools to critically reflect upon fashion, to analyse dress and fashion
phenomena, as well as to understand fashion scholarship in its wider context.

Educational objectives

Il corso si propone di introdurre gli studenti al campo della moda digitale e alla digitalizzazione della moda.
Gli studenti esploreranno come i capi possano esistere e funzionare in ambienti completamente digitali, dai
virtual try-on e la realtà aumentata, fino alla moda nel metaverso e agli NFT indossabili. Verrà inoltre
analizzato l’impatto della digitalizzazione sulla catena del valore della moda.
Attraverso l’analisi critica e la pratica, gli studenti indagheranno come l’abbigliamento digitale metta in
discussione i paradigmi tradizionali della moda, affronti la questione della sostenibilità e trasformi l’identità
e l’espressione di sé negli spazi virtuali. Il corso incoraggia inoltre una riflessione sulle dimensioni creative,
tecniche ed etiche della digitalizzazione della moda, sia nell’industria sia in ambito accademico.
Verranno infine introdotte le basi del design 3D e proposte le prime sperimentazioni pratiche, con la
progettazione di capi digitali tridimensionali.

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

This course aims to provide students with both critical and practical insights into the
changing landscape of fashion journalism and photography, focusing on digital
transformations, new media actors, and the evolving role of visual culture in fashion
communication. It is based on two parts:
Part I – Fashion Journalism in the Digital Era
By the end of this module, students will be able to:
- Understand the historical development of fashion journalism and its cultural
functions;
- Analyze the impact of digital media on traditional fashion journalism, including the
shift from print to online formats;

- Explore the emergence of new figures such as fashion bloggers, influencers, and
content creators as key players in contemporary fashion discourse;
- Critically assess issues of authorship, credibility, and gatekeeping in the age of
algorithm-driven content and social media platforms;
- Develop writing and editorial skills suited to a variety of formats, from reviews and
interviews to multimedia features and digital storytelling.
Part II – Fashion Photography and Visual Culture
By the end of this module, students will be able to:
- Trace the evolution of fashion photography and its relationship to changing
aesthetic, commercial, and technological contexts;
- Analyze the role of photography in constructing narratives of identity, beauty, and
lifestyle within fashion media;
- Explore contemporary debates around representation, inclusivity, and ethics in
visual culture;
- Understand the influence of digital tools, mobile photography, and platforms like
Instagram on fashion image production and circulation;
- Create and critically reflect on visual projects that integrate photographic practices
with fashion communication strategies.

Educational objectives

Part I – Fashion Journalism in the Digital Era
By the end of this module, students will be able to:
- Understand the historical development of fashion journalism and its cultural
functions;
- Analyze the impact of digital media on traditional fashion journalism, including the
shift from print to online formats;

- Explore the emergence of new figures such as fashion bloggers, influencers, and
content creators as key players in contemporary fashion discourse;
- Critically assess issues of authorship, credibility, and gatekeeping in the age of
algorithm-driven content and social media platforms;
- Develop writing and editorial skills suited to a variety of formats, from reviews and
interviews to multimedia features and digital storytelling.

Educational objectives

This course aims to provide students with both critical and practical insights into the
changing landscape of fashion journalism and photography, focusing on digital
transformations, new media actors, and the evolving role of visual culture in fashion
communication. It is based on two parts:
Part I – Fashion Journalism in the Digital Era
By the end of this module, students will be able to:
- Understand the historical development of fashion journalism and its cultural
functions;
- Analyze the impact of digital media on traditional fashion journalism, including the
shift from print to online formats;

- Explore the emergence of new figures such as fashion bloggers, influencers, and
content creators as key players in contemporary fashion discourse;
- Critically assess issues of authorship, credibility, and gatekeeping in the age of
algorithm-driven content and social media platforms;
- Develop writing and editorial skills suited to a variety of formats, from reviews and
interviews to multimedia features and digital storytelling.
Part II – Fashion Photography and Visual Culture
By the end of this module, students will be able to:
- Trace the evolution of fashion photography and its relationship to changing
aesthetic, commercial, and technological contexts;
- Analyze the role of photography in constructing narratives of identity, beauty, and
lifestyle within fashion media;
- Explore contemporary debates around representation, inclusivity, and ethics in
visual culture;
- Understand the influence of digital tools, mobile photography, and platforms like
Instagram on fashion image production and circulation;
- Create and critically reflect on visual projects that integrate photographic practices
with fashion communication strategies.

Educational objectives

The course “Innovation in Fashion Materials” aims to introduce and explore
sustainability in the textile and apparel sector. It starts with an analysis of the
fashion supply chain, analyzing its critical issues and delving into the concepts of
traceability, transparency, and calculation of environmental impacts, with nods to
current regulations at the European level. Next, the production of natural and
synthetic fibers, certifications and current initiatives are analyzed, and then the
circular economy is explored. In the final part of the course, special attention is
given to innovation on fibers and processes that are helping the transition to a more
responsible and circular fashion.

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

This course introduces the basic principles of microeconomics and macroeconomics. Students will learn core topics such as the market forces of supply and demand, the gains from international trade, market failures, the role of government, production, employment, and economic growth, with attention to selected issues related to sustainability. Examples from the fashion industry will be used to illustrate key economic concepts.

Educational objectives

The aim of the course is to provide students with an overview of information technology. In
particular, the concepts of what is meant by computers, software, algorithms and graphical
interfaces will be examined. The basics of networks making the connection, such as the types of
communication available, web addresses and protocols used, will then be analysed. The analysis
then moves on to the functioning of the web, starting from how a web page is formed, to how
information can be found using advanced searches. The next part will be devoted to the
representation of information and in particular multimedia information, analysing how texts,
colours, sounds, images and video can be digitised. In the last part of the course, basic concepts
will also be presented regarding Social Implications of Information Technology and Privacy and
Digital Security. Finally, some applications used in the fashion industry will be presented.

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The Fashion Geography course aims to provide students with a framework for understanding the economic
and spatial principles that influence the organization of production within the fashion sector, with a
particular focus on its global dimension.

The course will cover the following topics:
a) different business models and organizational forms in the fashion industry, between the local and the
global geographical scales;
b) The international division of labour within the fashion sector;
c) Global Value Chains, Global Commodity Chains, Global Production Networks and the distribution of value
along the chain;
d) Local contexts and strategies for territorial embedding in fashion companies;
e) The production structures in Italy, including their spatial distribution and regional significance;
f) The sector's critical challenges and its relationship with opportunities for sustainable and equitable
territorial development, both environmentally and socially.

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The Course, part of an optional group and therefore chosen according to the
specific interest of the students, is organized in two complementary modules and
it is a design-based studio aimed at acquiring basic knowledge and skills in the
field of Design for the Fashion System.
In particular:
- the STRATEGIC DESIGN METHODOLOGY module aims to provide the student
with knowledge and understanding of the methodological, critical-problematic and
applicative aspects of Strategic Design, both in general and more specifically in the
Fashion sector.
- the FASHION DESIGN CONCEPTS module aims to develop applied skills for the
development of an innovation hypothesis in the Fashion System expressed
through a meta-design proposal (concept).
The Course, thanks to two complementarity modules, allows the development of
an autonomy of judgment respect to the correct analysis of the production-
distribution-consumption contexts that characterize the Fashion phenomenon in
contemporary societies and, equally, an autonomy to relate what has been learned
in the training path from other disciplines.
The ability to develop a graphic/communicative project using common visual
representation and design software is required as basic knowledge.

Educational objectives

The Course, part of an optional group and therefore chosen according to the
specific interest of the students, is organized in two complementary modules and
it is a design-based studio aimed at acquiring basic knowledge and skills in the
field of Design for the Fashion System.
In particular:
- the STRATEGIC DESIGN METHODOLOGY module aims to provide the student
with knowledge and understanding of the methodological, critical-problematic and
applicative aspects of Strategic Design, both in general and more specifically in the
Fashion sector.
- the FASHION DESIGN CONCEPTS module aims to develop applied skills for the
development of an innovation hypothesis in the Fashion System expressed
through a meta-design proposal (concept).
The Course, thanks to two complementarity modules, allows the development of
an autonomy of judgment respect to the correct analysis of the production-
distribution-consumption contexts that characterize the Fashion phenomenon in
contemporary societies and, equally, an autonomy to relate what has been learned
in the training path from other disciplines.
The ability to develop a graphic/communicative project using common visual
representation and design software is required as basic knowledge.

Educational objectives

The Course, part of an optional group and therefore chosen according to the
specific interest of the students, is organized in two complementary modules and
it is a design-based studio aimed at acquiring basic knowledge and skills in the
field of Design for the Fashion System.
In particular:
- the STRATEGIC DESIGN METHODOLOGY module aims to provide the student
with knowledge and understanding of the methodological, critical-problematic and
applicative aspects of Strategic Design, both in general and more specifically in the
Fashion sector.
- the FASHION DESIGN CONCEPTS module aims to develop applied skills for the
development of an innovation hypothesis in the Fashion System expressed
through a meta-design proposal (concept).
The Course, thanks to two complementarity modules, allows the development of
an autonomy of judgment respect to the correct analysis of the production-
distribution-consumption contexts that characterize the Fashion phenomenon in
contemporary societies and, equally, an autonomy to relate what has been learned
in the training path from other disciplines.
The ability to develop a graphic/communicative project using common visual
representation and design software is required as basic knowledge.

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

At the end of the course the student will acquire a critical vision, enabling them to apply methods and techniques for
archiving fashion objects. The final project, the result of the workshop phase, will give students the opportunity to hone
their skills in archival practices by analyzing the cultural, social and historical contexts of each artifact.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes geographical areas and sectorial perspectives in which related projects are activated; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes geographical areas and sectorial perspectives in which related projects are activated; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

Over the years, gender has imposed itself as a necessary category to analyze social phenomena. As
an embodied language, clothing is a privileged ground where issues concerning gender and
sexuality, in a given place and in a given time, are expressed and emphasized.
The aim of this course is to discuss gender in fashion and clothing in a socio-historical perspective,
starting from the explosion of feminist politics in the mid-1800s throughout the 1900s until present
time, focusing on how different thinkers, in different social and political contexts, have broadened
the notions of gender, sexuality, and desire, encompassing issues such as class, race, geographical
positioning, disability, AIDS, and how these notions can serve a critical analysis on fashion and
clothing.
By the end of this course, the students will be able to master a broad set of concepts and theories
concerning gender, sexuality, the body and desire that span from the late modern period throughout
contemporary history, and to use them to read and deconstruct fashion and clothing.

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).

Educational objectives

The course provides students with knowledge and understanding of the methodological,
critical-problematic, and applied aspects of fashion history from the Renaissance to the
early 20th century, considered through a global lens. Emphasis is placed on material
culture and the analysis of men’s and women’s dress across diverse regions, including
Europe, Asia, Africa, and the Americas. Fashion is explored as a cultural, social, and
economic phenomenon embedded in transregional exchanges, symbolic systems, and
power dynamics.
The course develops students’ ability to independently connect the acquired knowledge
with other disciplines, such as history, art history, cultural studies, gender studies, and
postcolonial studies. By examining written, visual, and material sources, students are
encouraged to relate fashion history to wider historical frameworks and to explore its
intersections with identity formation, colonial encounters, and processes of cultural
negotiation.
The course enables students to apply the acquired knowledge and disciplinary tools to
develop transversal competences, such as:
- Independent judgment, through critical engagement with fashion historiography
and deconstruction of Eurocentric narratives, challenging dichotomies such as
“center/periphery,” “modern/traditional,” and “authentic/imitated”;
- Communication skills, by articulating historical arguments in oral and written
forms, employing appropriate vocabulary and source analysis;
- Research autonomy, by formulating original questions and interpreting fashion
practices as expressions of social, political, and economic relations in a global early
modern and modern context.

Educational objectives

In accordance with the educational objectives of the degree programme, the course aims to provide,
in the field of classical archaeology and the history of fashion, knowledge and analytical skills that
complement and reinforce the competences acquired in the first cycle of studies. The final goal of
the course is to enable students to conduct original research on the artistic and stylistic expressions
of the ancient world, as well as to autonomously analyse, understand and interpret the production of

clothing, jewellery and the evolution of hairstyles in their socio-political, religious and cultural
context of reference.
The course provides an in-depth study of the methods, objectives and content of classical
archaeology and fashion studies from a historical perspective, enabling the student to acquire a
critical knowledge of the diachronic development of clothing, accessories and hairstyles.
In this way, the student will be able to acquire an in-depth knowledge of today’s fashion and its
cultural roots going back in time, and design new creations, with a knowledge of the Greco-Roman
cultural heritage. The knowledge acquired could also be spent in the organisation of exhibitions and
cultural events, as well as in editorial and communication sectors, and in the research field.

Educational objectives

The course Fashion and Identity in Prehistory explores how ornament and
clothing in prehistoric societies transformed the human body into a space for
cultural, aesthetic, and symbolic expression. Through case studies ranging from
the first Paleolithic ornaments to Neolithic impressed textiles and the elaborate
adornments of the Bronze Age, we investigate the role of materials, techniques,
and stylistic choices in shaping individual and collective identities. Special
attention is given to the relationship between body, gender, and social status.
The aim is to connect the long history of body aesthetics with contemporary
design practices and reflections, fostering a meaningful dialogue between
archaeology and fashion.

Educational objectives

The course aims to provide students with a solid knowledge and understanding of the key theoretical and
methodological issues in the field of cultural anthropology, with a particular focus on the body, materiality,
and images. 
By the end of the course, students will be able to: 
- Comprehend and contextualise the main anthropological approaches to the body and images;
- Apply the theoretical frameworks and methodological tools of ethnography;
- Critically evaluate audio-visual materials and texts, reflecting on the ethical, aesthetic, and political
implications of representation, also through hands-on activities, so as to formulate judgements
autonomously;
- Communicate anthropological insights clearly and effectively, also through audio-visual modes of
expression;
- Conduct independent research on relevant topics, integrating interdisciplinary perspectives from the
social sciences, arts and media studies.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes geographical areas and sectorial perspectives in which related projects are activated; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

The course:

provides students with knowledge and understanding of the methodological, critical-problematic, and applied aspects of the discipline; it introduces areal and sectoral perspectives in which research projects related to the discipline are or may be developed; and it highlights the diversity of fields in which disciplinary expertise can be applied (Descriptor 1);

fosters the student’s ability to independently relate the knowledge acquired to other academic sectors (SSDs), including historical, literary, artistic, cultural heritage, economic, political, and religious studies (Descriptor 2);

enables students to apply the acquired knowledge and disciplinary vocabulary toward the development of so-called “transversal competences,” such as independent judgment and communication skills (Descriptors 3–5).