OVERVIEW

The course introduces aesthetics as a philosophical discipline. To this end, it considers the relationship of aesthetics to other areas of philosophy and analyzes fundamental aesthetic notions (particularly those of experience, judgment, and value). It then focuses on art considered as an exemplary aesthetic field, and on the relationship between art and games, particularly between theater and games, starting with the notion of "frame" as the "organization of experience" theorized by Erving Gofmann. Guided readings of selected articles or book chapters are used to raise awareness of the debates characterizing contemporary aesthetics. The aim is to meet the needs of various degree programs for which aesthetics is an integral part of the overall curriculum.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to introduce the fundamental concepts and issues of aesthetics. It aims at the understanding and critical analysis of the specificity of aesthetic judgment, the character of the experience on which this judgment is based, as well as the predicates it mobilizes (beautiful, sublime etc.) and the objects (artistic, technical, natural) to which it applies.

AIMS AND LEARNING OUTCOMES

By the end of their course, students are expected to be able to utilize the concept of aesthetics and related notions, particularly those of art, theater, play, and frames. Students in the Schools of Humanities and Social Sciences who have included the subject in their 6-credit curriculum, and students in the Polytechnic School who have included the subject in their 8-credit curriculum, are also expected to be able to apply this conceptual framework to their specific fields. The second part of the course, reserved for students who have included the subject in their 9-credit curriculum, focuses on the reading and discussion of selected articles or book chapters, with the aim of familiarizing students with the debates in contemporary aesthetics and training them to critically discuss the theses and arguments put forward by philosophers participating in these debates. The expected learning outcomes are as follows:

1) Be able to provide an appropriate characterization of aesthetics as a philosophical discipline and the importance of the aesthetic dimension in human existence.

2) Be familiar with fundamental notions of the discipline such as aesthetic experience, aesthetic judgment, aesthetic value, aesthetic property, and aesthetic object.

3) Informedly question the definition of art and the ontological status of works of art.

4) Relate aesthetics to the practices of creating and appreciating art.

5) Consider the relationship between art and games, particularly between theater and games.

6) Understand the notions of frames and organization of experience as keys to understanding the relationship between art, theater, and games.

7) Address the main philosophical problems posed by the notions of art, theater, and game.

8) Critically read texts relating to debates on contemporary aesthetics, identifying theses and arguments.

9) Acquire a greater ability to manage their social interactions with a collaborative attitude, constructive communication and dialogical skills.

10) Demonstrate work autonomy, ability to manage primary literature, argumentative ability and collaborative, coordination and negotiation attitude.

PREREQUISITES

Although the class is taught in Italian, understanding of texts written in English is required

TEACHING METHODS

Teaching in presence

The class consists of 60 hours (40 for students having 6 or 8 credits), with phases of collective discussion and learning verification.

SYLLABUS/CONTENT

Program for students taking 6 or 8 credits:

– Aesthetics in the Context of Philosophy

– The Centrality of the Aesthetic Dimension of Human Existence

– The Fundamental Notions of Aesthetics: Experience, Judgment, Value, Norm, Property, Object

– Art as an Exemplary Field of Aesthetics

– The Question of the Definition of Art

– The Ontology of Art

– Art, Theater, and Games

– The Notion of Frame

– Art, Theater, and Games in Light of the Notion of Frame

Additional Syllabus Items for Students Taking the 9-Credit Course:

– Writing and Publishing in Contemporary Aesthetics

– Major Debates in Contemporary Aesthetics

– Argumentation in Contemporary Aesthetics

RECOMMENDED READING/BIBLIOGRAPHY

6 CFU:

1) Mario De Caro e Enrico Terrone, I valori al cinema: una prospettiva etico-estetica, Mondadori (Part One)

2) Erving Goffman, Frame Analysis

3) Further readings indicated on AulaWeb

4) Further mandatory reading for students who do not attend the classes: C. Thi Nguyen, Games. Agency as Art

8 CFU (Scuola Politecnica):

1) Mario De Caro e Enrico Terrone, I valori al cinema: una prospettiva etico-estetica, Mondadori (Parte Prima)

2) Erving Goffman, Frame Analysis. L'organizzazione dell'esperienza, Armando Editore 

3) Materiali aggiuntivi indicati su AulaWeb

4) Further mandatory reading for students who do not attend the classes: C. Thi Nguyen, Games. Agency as Art.

9 CFU:

1) Mario De Caro e Enrico Terrone, I valori al cinema: una prospettiva etico-estetica, Mondadori (Parte Prima)

2) Erving Goffman, Frame Analysis. 

3) Bernard Suits, The Grasshopper

4) Materiali aggiuntivi indicati su AulaWeb

5) Further mandatory reading for students who do not attend the classes: C. Thi Nguyen, Games. Agency as Art

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

February 2026

Class schedule

AESTETHICS

EXAMS

EXAM DESCRIPTION

The exam concerns both the content presented and discussed in class and the content of the reference texts.

ASSESSMENT METHODS

During the class, the active participation of students is encouraged and valued while discussing particular aspects of the program. The final test will allow to assess the level of understanding the philosophical ideas that has been thought, the mastery of them and the ability to present them, as well as the disposition for critical analysis of theses and arguments, and the propensity to their construction. The student who shows understanding of the basic notions and issues of the discipline, and presents them clearly and coherently, but only in their essential lines, is assessed as “sufficient”. The student who masters the basic notions and issues of the discipline and is able to analyze them is assessed as “good”. The student who, in addition to mastering the basic notions and issues of the discipline, and being able to analyze them, also proves to be inclined to the construction of original theses and arguments is assessed as “outstanding”.