Art History

Activity type

Conoscenze teoriche e metodologiche per la documentazione

SSD

L-ART/04

Year

N/D

Semester

N/D

CFU

6

Hours distribution

42 classroom hours

Lecturers

IRENE BALDRIGA

Activity type

Conoscenze teoriche e metodologiche per la documentazione

SSD

L-ART/04

Year

N/D

Semester

N/D

CFU

6

Hours distribution

42 classroom hours

Lecturers

IRENE BALDRIGA

The course aims at the development of specific competences in the field of museum education and offers a focus on the value of learning as a crucial achievement in the history of modern democracies. Lectures and activities will examine in deep some aspects of XXIst century museum mission and will consider the theoretical development which brought to consider education as one of the most important goals of modern museums. Furthermore, a selection of best practices will be considered in order to encourage students’ participation and ideas.

Among the specific objectives of the course, there will be:

a) an understanding of the theoretical, methodological and design issues related to museum education, in Italy and abroad;

b) the ability to analyze the structure, purposes and effectiveness of a didactic path, with particular attention to its narrative layout and register;

c) critical thinking and awareness with regards to the educational mission of museums, considering general social needs and individual motivation of visitors as well.

At the end of the course, students will be able to

- discuss national and international documents concerning museum education;

- create educational activities with appropriate tools;

- understand how education should always involve any museum professional.

The 12-credit course consists of two modules: Museum Education and Museum Policies, Heritage and Citizenship.
The two modules are closely related and offer students the opportunity to delve into the complex issues surrounding the evolution
of the contemporary museum, with a particular focus on decolonisation, the political role of cultural institutions, and the promotion of citizenship skills. The museum is therefore considered as a cultural, political and educational device, with a view to identifying strategies, communication tools and guidelines aimed at establishing relationships with the communities and territories of reference.
The educational function, considered in its theoretical and practical specificities, will therefore be considered as an expression of a broader vision of the museum's mission, taking into account the international debate on the concept of cultural heritage, enhancement and protection. Extensive reflection will be devoted to the role played during the second half of the 20th century by UNESCO and international organisations (especially ICOM) in promoting a modern and democratic conception of the museum, also in consideration of the “uncomfortable” legacies, the relationship with the past, the memories and identities of peoples and nations.

Concrete experiences, testimonies and good practices will also be analysed in workshops, allowing students to develop a real awareness of the issues affecting museums today.

Good knowledge of art history. Elements of museology and the history of collecting. A good command of English language is recommended.

Testi d'esame (PER L'ESAME DA 12 CFU)
C. Greco, E. Christillin, Le memorie del futuro. Musei e Ricerca, Einaudi, 2022.
I. Baldriga, Un Van Gogh per Snoopy. Esperienza estetica, conoscenza, emozione, introduzione di C. Strinati, Le Monnier Università, Firenze, 2020.
L'officina del visibile. Musei, ricerche, strumenti e prospettive, a cura di I. Baldriga e L. Filadoro (EDIFIR, 2025)

I seguenti articoli (che saranno resi disponibili tramite google classroom):
- I. Baldriga, “Un possibile equilibrio: spazio pubblico e cittadinanza estetica. La dimensione politica del patrimonio culturale e del museo nel terzo millennio”, in Cittadinanza europea, Costituzione e Diritti: l’educazione come strumento di democrazia | European Citizenship, Constitution and Rights: Education as an Instrument of Democracy, (L'Aquila), Atti del convegno internazionale di studi, 2021.
- I. Baldriga, “Oltre i Generic Learning Outcomes. Verso un nuovo modello di azione educativa dei musei”, in The International Journal of Museum Studies. Rivista internazionale di studi, Fabrizio Serra Editore, (Numero monografico “Nuovi principi etici per un museo democratico e partecipato”, 2022, 2)
- I. Baldriga, I musei e la pace. Utopia e riconciliazione, in “Studi e materiali di storia delle religioni”, 90/1, 2024, pp. 176-189.
- I. Baldriga, I musei italiani nello scenario internazionale del secondo dopoguerra: il ruolo dell’ICOM e dell’UNESCO, in Valorizzare il patrimonio culturale. Il portale “Archivio musei italiani del secondo dopoguerra” a cura di Valter Curzi e Benedetta Cestelli Guidi, Sapienza Editrice, 2025 pp. 61-79 (ONLINE Valorizzare patrimonio culturale – eBook ).
- I. Baldriga, Il museo e le politiche del ricordo: patrimonio negato e condiviso, in Atti del convegno internazionale di studi Coordenadas culturales en la museología del presente: cinco neologismos tenutosi a Madrid, Museo del Prado, 2023, pp. 121-130 (online https://iris.uniroma1.it/retrieve/c4c09efd-5c80-4d91-9f18-6abf88a0f598/_... )
- Musei e apprendimento lungo tutto l’arco della vita, a cura di K. Gibbs, M. Sani, J. Thomson, Ferrara, 2007
- R. Minello, “Museo costruttivista: tra teorie della conoscenza e teorie dell’apprendimento non-formali e informali”, in Formazione & Insegnamento, XVI, 1, 2018, pp. 93-108
- E. Hooper-Greenhill, “Nuovi valori, nuove voci, nuove narrative: l’evoluzione dei modelli comunicativi nei musei d’arte”, in Il museo relazionale, a cura di S. Bodo, Ed. Fond. Agnelli, Torino 2000, pp. 1-39
Piccole modifiche a questa bibliografia potrebbero essere apportate a inizio corso.

TESTI D'ESAME PER CHI INTENDA SOSTENERE IL SOLO MODULO DI DIDATTICA MUSEALE (6 CFU):

- I. Baldriga, Un Van Gogh per Snoopy. Esperienza estetica, conoscenza, emozione, introduzione di C. Strinati, Le Monnier Università, Firenze, 2020.
I seguenti sono tutti disponibili online; gli studenti potranno scaricare testi autonomamente:
- Musei e apprendimento lungo tutto l’arco della vita, a cura di K. Gibbs, M. Sani, J. Thomson, Ferrara, 2007
- R. Minello, “Museo costruttivista: tra teorie della conoscenza e teorie dell’apprendimento non-formali e informali”, in Formazione & Insegnamento, XVI, 1, 2018, pp. 93-108
- I. Baldriga, “Oltre i Generic Learning Outcomes. Verso un nuovo modello di azione educativa dei musei”, in The International Journal of Museum Studies. Rivista internazionale di studi, Fabrizio Serra Editore, (Numero monografico “Nuovi principi etici per un museo democratico e partecipato”, 2022, 2)
- I. Baldriga, I musei e la pace. Utopia e riconciliazione, in “Studi e materiali di storia delle religioni”, 90/1, 2024, pp. 176-189.
- E. Hooper-Greenhill, “Nuovi valori, nuove voci, nuove narrative: l’evoluzione dei modelli comunicativi nei musei d’arte”, in Il museo relazionale, a cura di S. Bodo, Ed. Fond. Agnelli, Torino 2000, pp. 1-39
- M. Muscarà, A. Romano (2020) Didattica e apprendimento nei musei nell’era della pandemia di COVID-19. Media Education 11(2): 61-73.
- S. Mascheroni, La funzione educativa del museo e il rapporto con la scuola https://www.comunecrema.it/sites/default/files/insula_fulcheria_2009_mas...
- M. De Luca, Comunicazione ed educazione museale http://www.fizz.it/sites/default/files/allegati/articoli/pdf_articoli_co...

A scelta, uno dei seguenti testi (disponibili online):
1) Cultura e Sviluppo Locale: Massimizzare l'Impatto. UNA GUIDA PER LE AMMINISTRAZIONI LOCALI, LE COMUNITÀ E I MUSEI www.oecd.org/cfe/leed/OECD-ICOM-GUIDE-MUSEUMS-IT.pdf
2) I giovani e i musei d’arte contemporanea https://online.ibc.regione.emilia-romagna.it/I/libri/pdf/Giovani_Musei.p...
3) Patrimonio culturale per tutti http://musei.beniculturali.it/wp-content/uploads/2018/06/Il-patrimonio-c...

Piccole modifiche a questa bibliografia potrebbero essere apportate a inizio corso.

C. Greco, E. Christillin, Le memorie del futuro. Musei e Ricerca, Einaudi, 2022.
I. Baldriga, Un Van Gogh per Snoopy. Esperienza estetica, conoscenza, emozione, introduzione di C. Strinati, Le Monnier Università, Firenze, 2020.
L'officina del visibile. Musei, ricerche, strumenti e prospettive, a cura di I. Baldriga e L. Filadoro (EDIFIR, 2025)

I seguenti articoli (che saranno resi disponibili tramite google classroom):
- I. Baldriga, “Un possibile equilibrio: spazio pubblico e cittadinanza estetica. La dimensione politica del patrimonio culturale e del museo nel terzo millennio”, in Cittadinanza europea, Costituzione e Diritti: l’educazione come strumento di democrazia | European Citizenship, Constitution and Rights: Education as an Instrument of Democracy, (L'Aquila), Atti del convegno internazionale di studi, 2021.
- I. Baldriga, “Oltre i Generic Learning Outcomes. Verso un nuovo modello di azione educativa dei musei”, in The International Journal of Museum Studies. Rivista internazionale di studi, Fabrizio Serra Editore, (Numero monografico “Nuovi principi etici per un museo democratico e partecipato”, 2022, 2)
- I. Baldriga, I musei e la pace. Utopia e riconciliazione, in “Studi e materiali di storia delle religioni”, 90/1, 2024, pp. 176-189.
- I. Baldriga, I musei italiani nello scenario internazionale del secondo dopoguerra: il ruolo dell’ICOM e dell’UNESCO, in Valorizzare il patrimonio culturale. Il portale “Archivio musei italiani del secondo dopoguerra” a cura di Valter Curzi e Benedetta Cestelli Guidi, Sapienza Editrice, 2025 pp. 61-79 (ONLINE Valorizzare patrimonio culturale – eBook ).
- I. Baldriga, Il museo e le politiche del ricordo: patrimonio negato e condiviso, in Atti del convegno internazionale di studi Coordenadas culturales en la museología del presente: cinco neologismos tenutosi a Madrid, Museo del Prado, 2023, pp. 121-130 (online https://iris.uniroma1.it/retrieve/c4c09efd-5c80-4d91-9f18-6abf88a0f598/_... )
- Musei e apprendimento lungo tutto l’arco della vita, a cura di K. Gibbs, M. Sani, J. Thomson, Ferrara, 2007
- R. Minello, “Museo costruttivista: tra teorie della conoscenza e teorie dell’apprendimento non-formali e informali”, in Formazione & Insegnamento, XVI, 1, 2018, pp. 93-108
- E. Hooper-Greenhill, “Nuovi valori, nuove voci, nuove narrative: l’evoluzione dei modelli comunicativi nei musei d’arte”, in Il museo relazionale, a cura di S. Bodo, Ed. Fond. Agnelli, Torino 2000, pp. 1-39
Piccole modifiche a questa bibliografia potrebbero essere apportate a inizio corso.

Clive Gray, The Politics of Museums (2015)
SHIMRIT LEE, Decolonize Museums (2022)

The course consists of lectures, meetings with experts, peer education experiences, workshops and exercises. Site visits are also possible.
The lessons always consist of a general theoretical introduction, the presentation of readings or testimonials, and then a discussion phase with the students.
Sharing materials in Google Classroom allows us to reach students who are unable to attend classes and, in any case, to supplement the basic bibliography with additional materials.
Given the highly topical nature of the topics covered, the programme is also adapted to events and phenomena on the international scene.
It is important that all students enrol in Google Classroom in order to share materials and participate in any exchanges of ideas and discussions that the teacher or the students themselves wish to propose. The course style is highly participatory. Classroom dialogue is always encouraged. The teacher takes into account the students' suggestions and curiosities in order to adapt the programme to their interests and level of preparation.

Attendance is highly suggested, but not mandatory.
The main added value of attending classes is the opportunity to participate in debates and workshops with other students, but also to listen to presentations by professionals and experts who are invited to share their particular experiences.
The teacher's educational objective is also to encourage the development of soft skills in students, such as problem solving, team building and public speaking. The aim is to increase students' sense of confidence and make them feel part of a learning community, putting their reasoning and sharing skills to the test. The human and relational component is therefore a significant part of the environment in which students' educational journey is intended to take place.

Oral exam. The examination consists of an interview lasting approximately 20-30 minutes on the main topics covered during the course, with questions relating to theoretical aspects and practical experiences. Texts or images may be presented for comment. However, the fundamental basis of the required preparation concerns the texts in the bibliography. Students who have attended the workshops may be asked to present an educational project relating to a museum or collection of their choice.

What is meant by decolonisation?
Can you explain the evolution of the definition of a museum at ICOM?
What does the Faro Convention establish?
What is meant by a Constructivist Museum?
What are interpretive communities?
What is meant by Lifelong Learning?
Critical issues of repatriation of colonial heritage
How dealing with "difficult heritage"?
The new definition of Museum according to ICOM

• Introduction to the course
  • Books: Idem


• Collective Memory and Difficult Heritage
  • Books: Idem


• Geopolitics of museums
  • Books: Idem


• Decolonizing culture heritage
  • Books: Idem


• The issue of restitutions and repatriations
  • Books: Idem


• Focus on specifig geographical areas: arab world, Latin America, China
  • Books: Idem


• Museum Education
  • Books: Idem


• Pedagogy and education to cultural heritage
  • Books: Idem


• Creating museum experiences,
  • Books: Idem


• The public of museums
  • Books: Idem