The Theory and Criticism of Restoration for Projects module aims to sharpen the student's critical eye, engaging with some of the central issues in contemporary debate, both nationally and internationally. The lessons, structured in seminar format, aim to provide reflection tools and interpretative keys aimed at broadening the scope of inquiry beyond the disciplinary boundaries of restoration, with particular attention to contributions from the human sciences. These theoretical insights are designed to be applied in drafting the project report, which is not merely a technical description of the interventions, but a discursive forum in which these choices are grounded and legitimized within a broader and more nuanced cultural horizon.
Ex cathedra lessons and discussions starting from the themes emerging from the project problems
In keeping with the aforementioned educational objectives, the course is structured to accommodate the in-depth input from the residents and the design issues raised by the year's theme. The seminar-style lessons therefore focus on topics that may be related to current debates (restorations, conferences, journals), the instructor's research, or the residents' requests. Some methodological lessons are always included in the program: - the concept of culture: how the word changes meaning over time and how it is introduced into the context of restoration - the concept of value: how the word changes meaning, is inserted into the debate on conservation and used as a substitute for 19th-century art-historical judgments. The crisis of the second half of the 20th century - Authenticity: essential requirement or just one of the values? Strengths and weaknesses of a foundational concept of contemporary conservation - the theme of distinctiveness of intervention: an excursus on the theories and interventions for filling gaps in architecture and painting, from the late 18th century to the present.
Since the course is structured around seminar-style lessons, the bibliography is provided as needed, suggesting in-depth study and encouraging a broader perspective. Therefore, the recommended texts often extend beyond the narrow disciplinary field and include authors from a variety of backgrounds (anthropologists, sociologists, philosophers, epistemologists, neuroscientists, etc.).
Ricevimento: The teacher receives students at the end of the lessons and on appointment email: lucina.napoleone@unige.it.
Classes begin in November
See the “Final exam 2nd year”
Ask the professor for other information not included in the form
