COURSE SUMMARY:
This on-site course, which will be conducted in English, aims to introduce students to a sociological and spatial analysis of contemporary Rome. It focuses on the changes which are occurring in the city’s populations, its neighborhoods and daily patterns of life and commerce. On-site classes will be held in a variety of neighborhoods in the city in order to analyze the area’s role as a social entity and its relationship with the wider urban context.
COURSE OBJECTIVES
At the end of the course, students will be able to: Describe the social and cultural changes occurring in the contemporary city. Use social theory and methodology to examine change in an urban context. Navigate in different social environments in sensitively and culturally appropriate ways.
LEARNING OUTCOMES:
At the end of the course, students will be able to:
1. Demonstrate knowledge of the city’s urban development from the late1800 to the
present time.
2. Demonstrate familiarity with the effects of globalization on the economic, cultural and
social life in the city.
3. Describe individual neighborhoods and identify their their roles in relation to the broader urban context
TEXTBOOK
There is no textbook for the class. Readings are posted on the course website and handouts, when necessary, will be distributed at the beginning of each on-site visit.
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ASSESSMENT METHODS:
Two Quiz Exams: 20% + 20%
One Independent Project: 20 %
Four Online Discussions: 4x10% each
Quiz Exams. The quizzes to be taken in class consist of 10-20 questions distributed among multiple choice, true\false, and open-ended questions. The quizzes are not cumulative.
Independent Project. The exercise consists in a visual analysis of two streets in Rome’s historical center. This exercise, to be conducted individually, no group work, is designed to provide non-specialized students with an intuitive method to understand, describe, and record the evolving character of the historical center in the last 50 years (see guidelines in Assignments).
Online Discussions. Discussions are collective discussions and are part of the grade in Participation. Following a prompt by the instructor each student will post 1) a personal statement of no less than 300 words and 2) two 50 words replies to two different classmates' posts. Because the objective of the threads is to discuss and confront ideas, impressions and opinions, the discussion cannot be posted after the deadline. The discussion must include all its parts (main post of minimum 300 words, 2 replies of minimum 50 words each). Incomplete discussions will not be graded.
ABSENCES:
Three absences: No penalization.
Four absences: One whole grade from the final grades (From A to B)
Five absences: Dismissal from the course.
NOTE: You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed.
ASSESSMENT CRITERIA:
A. Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
B. This is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
C. This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
D. This level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
F. This work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
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SCHEDULE OF CLASSES
9\7. IN-CLASS. 8:30AM. COURSE PRESENTATION
The presentation includes a general explanation and objectives of the course, the different onsite visits, technicalities such as meeting times and places, nature of the assessments and other information relative to the nature of an onsite course.
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9\14. IN-CLASS. 8:30 AM. EXPLANATION OF THE URBAN ANALYSIS EXERCISE WITH EXAMPLES
This class is dedicated to the street exercise. The examples are from former students and will serve as a templates. The exercise will test the ability of the student to organize a research in all its parts including theory and methodology.
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9\15. FRIDAY. MAKE UP FOR NOV 23 THANKSGIVING
ON SITE. THE COMMODIFICATION OF LOCAL CULTURE: A WALK IN TRASTEVERE.
Appointment at 9:15AM in class.
In this module we discuss the following question: How traditional is Rome and what processes affect the history, character and lifestyle of a neighborhood?
At the end of this module students will be able to to look and think at Rome from the perspective that challenges the conventional images of the city: traditional, intimate, local.
Readings:
1. Clough Marinaro, I. and B. Thomassen, 2014:” Into the City: The Changing Faces of Rome,” in Clough Marinaro, I. and B. Thomassen, eds. Global Rome (Indianapolis: Indiana University Press)
2. Thomassen, B., and P. Vereni, 2014: “Diversely Global Rome.” In Clough Marinaro, I. and B. Thomassen, eds. Global Rome (Indianapolis: Indiana University Press)
3. F. Trabalzi: The commodification of culture and the changing identity of a Roman neighborhood (working paper)
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9\21 ON-SITE. THE HISTORICAL CENTER BETWEEN LOCAL AND GLOBAL FROM CAMPO DI FIORI TO TREVI FOUNTAIN.
Note: This is a Friday. Make-up day for TH Nov 23 Thanksgiving.
Appointment: 9:15 AM at Campo di Fiori by the statue of Giordano Bruno.
In this module we discuss the following question: What are the effects of mass tourism on the identity and lifestyle of a historical neighborhood?
At the end of this module students will be able to think at Rome as a city that lives its contemporaneity like any other city in the world: by changing and adapting.
No new readings. We are are still developing the argument made in the previous week but in a different section of the historical center.
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SUNDAY 9\24. THREAD 1 DUE AT 10PM.
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9\28. IN-CLASS. 8:30AM. HOW OLD IS ROME?
In this class we discuss the following question: What is the role of ideology in shaping our perception and understanding of Rome’s past?
At the end of this class students will be able to discuss the archaeological landscape of central Rome as the product of modern political objectives and ideologies rather than the result of ages of history untouched.
Readings:
1. F. Trabalzi. The Roman Forum Reinvented (Working paper)
2. D. Watkin, “Archaeologists under the kings of United Italy,” pp. 196-200 and “From Mussolini To Hitler to Holes on the Ground,” pp. 201-222, In The Roman Forum (London: Profile Books, 2011).
3., F. Trabalzi, “Primavalle: Urban Reservation in Rome". in Journal of Architectural Education, 42\3 September 1989: 38-46.
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10\5. ON-SITE: THE ROMAN FORUM AS A CASE OF OLD ROME REDISCOVERED
Appointment: 9:15AM Piazza del Campidoglio.
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10\12. ON-SITE. OLD IDENTITIES NOT CONSIDERED. THE EX-JEWISH GHETTO AND THE PARADOX OF PROTECTING CULTURAL HERITAGE,
Appointment: 9:15AM by the statue on the Tiber Island.
In this module we discuss the following questions: How do societies decide which elements of their history are worth preserving and which are not? How do decisions involving the preservation or destruction of cultural heritage shape the understanding of city history?
At the end of this module students will be able to discuss the paradoxes of cultural identity in modern Rome.
Readings: F. Trabalzi. The paradox of protecting cultural heritage in Rome (working paper).
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SUNDAY 10\15. STREET EXERCISE DUE AT 10PM. THREAD 2 DUE AT 10PM
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OCT 19. IN-CLASS MIDTERM QUIZ 9AM
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10\26. IN-CLASS. 8:30AM. SOCIAL MARGINALITY IN CONTEMPORARY ROME: CONVENTIONAL AND RADICAL.
In this module we discuss the following questions: What is the meaning of social, cultural, and spatial marginality?
At the end of this module students will be able to: discuss the definition and difference between alternative theories of social, cultural, and spatial marginality; describe how such differences manifest in two main areas of the city: Testaccio, and Park of the Aqueducts.
Readings: bell hooks: “Choosing the Margin as a site of Radical Openness,” in Yearning: Race, Gender and Cultural Politics”, Boston: South End Press,1990.
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11\2. ON-SITE. THE AQUEDUCTS: A CONVENTIONAL HISTORY OF SOCIAL MARGINALITY.
Appointment: 9:15AM at Metro A station Giulio Agricola. Expected return time to campus around 12:15.
In this module we explore the following questions: What is the social history of the Aqueducts in the last 80 years? Why such a history can be told as a case of social marginality? What type of marginality such a history is evidence of?
At the end of this module students will be able to: Discuss social marginality as a condition of life both constructed and perceived.
Readings: F. Trabalzi. The Park of the Aqueducts: A history of social marginality (Working paper)
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11\9. ON-SITE. TESTACCIO: A NEIGHBORHOOD RADICALLY OPEN
Appointment: 9:15AM bus stop Marmorata-Galvani near PIRAMIDE.
In this module we explore the following questions: What is the meaning of marginality as a space of radical openness? Why can Testaccio be considered a case of a neighborhood radically open?
At the end of the module students will be able to discuss and critically analyze: The sociological concept of marginality as place of radically openness; The meaning of counter-hegemony as manifested in space; Alternative approaches to the preservation of the multi-layered history of Rome.
Readings: F. Trabalzi. Testaccio: A neighborhood radically open (Working paper).
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SUNDAY 11\12. THREAD 3 DUE AT 10PM
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11\16 ONSITE. ROME AND MULTICULTURALISM: A DIFFICULT PARTNERSHIP IN THE ESQUILINO NEIGHBORHOOD
Appointment 9:15AM at Piazza Santa Maria Maggiore in front of the Basilica.
In this module we explore the following questions: What is the meaning of multiculturalism today in Rome? What kind of forms multiculturalism takes in Rome?
At the end of this module students will be able to describe how multiculturalism in Rome affects the life and identity ofa central neighborhood.
Readings: F. Trabalzi. Difficult Multiculturalism in Esquilino, Rome.
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11\23. ONSITE. ROME IS NOT ONLY BUILDINGS AND TRAFFIC. THE HISTORY OF ROME'S PUBLIC PARKS. THE CASE OF VILLA PAMPHILI
Appointment at 9:15AM Guarini Lemon Garden.
In the next two classes we explore the history of public parks in Rome. In particular we will study their origins and their differences with public parks in the US.
At the end of this module students will be able to compare the history of public parks in Italy and the US, the concept of "public" behind the origins of public parks and the economic and cultural underpinning that stimulated their creation, the differences between public parks in the US, France and England in terms of landscape theories.
Readings: F. Trabalzi. The History of Rome Public Parks (working paper)
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11\30 THANKSGIVING
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12\7 ON SITE. VILLA BORGHESE. THE FIRST MODERN PARK IN ROME
Appointment at 9:15AM at Piazza del Popolo by the obelisk.
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SUNDAY DEC 10. THREAD FOUR DUE AT 10PM
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12\14 IN- CLASS FINAL QUIZ 9AM