Global Humanities - Studi umanistici globali

Il corso si propone di fornire una conoscenza di base nell’archeologia del Levante e delle regioni costiere del Mediterraneo centrale e occidentale nel periodo pre-classico (4-1 millennio aC). Il corso seguirà due linee di approfondimento, che verranno sviluppate parallelamente 1. LEVANTE PRE-CLASSICO (Prof. Daria Montanari) Il corso fornisce una conoscenza di base dell’archeologia del Levante pre-classico e di approfondire alcuni argomenti specifici, con particolare riferimento al periodo calcolitico, contestualizzando ed evidenziando lo sviluppo delle società locali e le caratteristiche della cultura materiale, in relazione ai periodi precedente e successivo. Una parte del corso sarà dedicata all’inquadramento geografico e cronologico generale del Levante e della sua cronologia, tra Neolitico e prima Età del Bronzo. Successivamente, sarà affrontato il Periodo Calcolitico nei suoi caratteri generali e particolari, quali la cultura materiale, analizzando la ceramica, la litica, la metallurgia, e l’architettura, sacra e domestica, nonché le caratteristiche sociali. 2. MEDITERRANEO PRE-CLASSICO (Prof. Federica Spagnoli) Il corso fornisce una conoscenza di base delle principali civiltà che costituiscono il complesso mosaico delle culture del Mediterraneo in epoca pre-classica. Partendo dal Neolitico a Cipro, verranno illustrate le principali caratteristiche delle culture del secondo millennio aC in una selezione di regioni del Mediterraneo centrale e occidentale. Saranno presentati alcuni casi studio significativi per illustrare insediamenti, edifici sacri, sepolture, infrastrutture nei principali siti nelle aree prese in esame, che sono: Malta, Sicilia, Sardegna, Penisola Iberica e Baleari.

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LEVANTE: I testi saranno forniti in pdf, e saranno selezionati tra: 1. R. CHASAN - D. ROSENBERG, Getting into shape: The characteristics and significance of Late Chalcolithic basalt vessel decoration in the Southern Levant: Paléorient 45 (2019), pp. 53-68. 2. S. GIBSON - Y.M. ROWAN, The Chalcolithic in the Central Highlands of Palestine: A Reassessment Based on a New Examination of Khirbet es-Sauma‘a: Levant 38 (2006), pp. 85-108. 3. I. GILEAD, The Chalcolithic Period in the Levant: Journal of World Prehistory 2/4 (1988), pp. 397-443. 4. J.M. GOLDEN, Dawn of the Metal Age. Technology and Society During the Levantine Chalcolithic, New York 2009. 5. TH.E. LEVY, Journey to the Copper Age: Archaeology in the Holy Land, San Diego 2007. 6. J. LOVELL, Shifting Subsistence Patterns: some Ideas about the End of the Chalcolithic in the southern Levant: Paléorient 28 (2002), pp. 89-102. 7. I. MILEVSKI, The Transition Late Chalcolithic to Early Bronze Age in the Southern Levant: Paléorient 39 (2013), pp. 193-208. 8. Y.M. ROWAN - J. GOLDEN, The Chalcolithic Period of the Southern Levant: A Synthetic Review: Journal of World Prehistory 22/1 (2009), pp. 1-92 MEDITERRANEO: I testi saranno forniti in pdf. Nel corso delle lezioni verrà data bibliografia specifica. 1. C. Sagona, The Archaeology of Malta. From the Neolithic through the Roman Period, New York – Cambridge University Press 2015. 2. D.H. Trump, Malta, Prehistory and Temples, University of Michigan 2002.

In-person teaching; attendance strongly recommended for participation in seminar activities.

Oral examination and discussion. Assessment focuses on knowledge of contents, critical use of sources, and clarity of argument Skills assessed according to the following grid Ability to present the argument: Insufficient (<18): Fails to explain the topic or explains it in a confused, incomprehensible way and/or with many errors. Sufficient (18-22): 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 contextualize 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 analyze and present information/data Insufficient (<18): 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): 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): 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): 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): Argument is 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.

Lectures and seminars; Google Classroom used for course materials and communication; online integration available in case of temporary impediments.