MEDIA ARCHAEOLOGY

The module is part of the TARS pathway comprised in the BA Conservation of Cultural Heritage and Performing Arts Management.

Upon successful completion of the module, students will gain a good understanding of the media archaeological approach. They will also be able to distinguish and appropriately discuss it in terms of both disciplines involved and main themes. Basic objectives of the module are therefore:

- the ability to locate media archaeology at the crossroads between media history and pragmatics;
- the ability to learn and use the specific terms describing media archaeology in pertinent ways;
- the skill to frame media artefacts and configurations within a complex and relational historical context, highlighting interactions, borrowings, influences and genealogies. In this vein, students are expected to identify and discuss the logical connections between past, present and future media forms, in their plural and non-linear dimensions.

Essential to pass the module is the development of critical thinking. Ultimately, such critical thinking is expected to be individually articulated, constructively structured and collectively discussed using case studies, concepts and module readings alike. This is truly an essential skill for the students in order to fruitfully go through their university journey embracing a proactive approach, hopefully favouring an interactive learning experience based on a respectful yet dialogic environment in the classroom.

Content-wise, no entry requirements are requested. Some knowledge around audiovisual media may nonetheless make the module a little easier.
In terms of linguistic skills, in line with the minimum entry requirement of the whole programme, some knowledge of the English language is expected in order to be able to understand part of the bibliography.

The module is centred on the media archeological approach as both a topic to analyse and a method to adopt. The syllabus is based on the recent increasing interest in this approach that has been developed internationally and, eventually, in the Italian context.
The various disciplinary inputs feeding into media archaeology will be tackled first, so to acknowledge the nature of this approach as a methodology rather than a discipline per se. Also, the frontal lectures will illustrate how this approach can be fruitful in observing, operating and studying media artefacts and configurations.
Adopting media archaeology as a method, the module favours critical reflection, starting from a focus on the materiality of the media. This is in line with cutting-edge and ongoing research on the field and brings into the classroom a direct reference to key scholarly texts and media practices.

Students are expected to study :

- their lecture notes;
- the readings distributed in class over the course of the module. All readings will be made available on the module Moodle page;
- a selection of chapters from the book Rossella Catanese, Bill Morrison, Decasia: The State of Decay. L’alchimia della rovina, DSL Press+Mimesis, Udine 2023;
- a selection of chapters from the book A. C. Dalmasso, B. Grespi (eds), Mediarcheologia, Cortina, Milano 2024.

Students will be assessed via two exam components:
- a GROUP presentation (40% of the overall module grade), based on the lectures and case studies discussed during the lectures.
- an INDIVIDUAL written test (60% of the overall module grade) consisting of 3 questions (10 points each) +1 (extra points) aimed at assessing the correct understanding of the concepts and themes covered throughout the module.

Both components seek to check the correct understanding of the concepts discussed both in the classroom and in the bibliography, as well as the ability to inform a critical discussion of the same concepts.

Bibliography and assessment methods are the same for non-attending students, too. They are however invited to contact the teacher by email, so as to understand the structure of the module and fundamental issues addressed during the lectures.

The module adopts a mix of teaching strategies and tools designed to favour knowledge transfer, as well as to create a participatory and stimulating teaching environment.
Among the teaching strategies are frontal lectures, working sessions and discussions. Among the teaching tools are standard teaching materials such as presentations, clips and the likes, which will be used during the frontal lectures; ad hoc tasks designed for the working sessions to be carried on individually and in groups; readings to be distributed and collectively studied during the discussion sessions with the help of interactive digital platforms.

Please note that all teaching strategies are designed to offer a consistent module and therefore, regardless of the type of sessions, they are all equal for the purpose of determining the programme to study in light of the final exam.

Italian

Students are warmly suggested to take their classes.

Ca' Foscari applies the Italian law (17/1999; 170/2010) for the support services available to students with disabilities or specific learning disabilities. If you have either a motor, visual, hearing or another disability (Law 17/1999), or a specific learning disorder (Law 170/2010) and you require support (classroom assistance, tech aids to carry out exams or personalised exams, accessible format materials, notes retrieval, special tutoring as study support, translators or else), please contact the Disability and DSA office disabilita@unive.it.

written and oral

This subject deals with topics related to the macro-area "Circular economy, innovation, work" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development