On completion of this module, those who have participated will:
1. be able to identify how participatory approaches to heritage have evolved.
2. have developed the ability to examine these approaches from the viewpoint of critical heritage studies.
3. have a basic knowledge of the concepts, tools and procedures of democratization in the access to and design and management of built heritage.
4. have an insight into how inclusive heritage landscapes can be planned and designed.
5. be familiar with the heritage city per excellence, Rome.
6. be able to use best practice participatory models, procedures and tools for the design of heritage landscapes in the city.
7. be able to report about the project through oral presentation, design and text.
1. be able to identify how participatory approaches to heritage have evolved.
2. have developed the ability to examine these approaches from the viewpoint of critical heritage studies.
3. have a basic knowledge of the concepts, tools and procedures of democratization in the access to and design and management of built heritage.
4. have an insight into how inclusive heritage landscapes can be planned and designed.
5. be familiar with the heritage city per excellence, Rome.
6. be able to use best practice participatory models, procedures and tools for the design of heritage landscapes in the city.
7. be able to report about the project through oral presentation, design and text.
teacher profile teaching materials
(Groups of students and staff jointly participate in an intensive blended learning and training programme).
This BIP Project concerns an interdisciplinary, blended training module with on-line and an on-site components, teaching students in an innovative way how to interpret, manage and design cultural heritage in the context of today’s main societal challenges as migration, inclusivity and sustainability. The BIP is innovative because it combines the following three components.
Challenge based learning: course content
The major innovation is that the module aims to contribute to a paradigm shift in education and practice on built cultural heritage. Instead of a traditional conservationist approach, protecting heritage against societal changes, it teaches that heritage can be designed and managed to contribute to societal challenges (Challenge based learning). Following the latest European and Global conventions and goals (e.g. Faro, Sustainable Development Goals of UN), innovative questions will be asked, such as: how can built heritage be designed and planned so as to increase social inclusivity and cohesion, or to make our landscapes more sustainable. In this way, we wish to make students aware of the UN sustainable Development Goals and of how a heritage approach can contribute to reach these goals. Linked to this is an innovative collaboration: the module brings together students in past-oriented disciplines (archaeology, heritage studies, conservation studies) with those in future-oriented disciplines (architecture, urban design, planning)
Bjur, H. 2009: That’s the way it is, in: H. Bjur & B. Santillo Frizell (eds.), Via Tiburtina. Space, Movement and Artefacts in the Urban Landscape, Stockholm, 23-35.
Coulston, J & Dodge, H. 2000: Introduction: the archaeology and topography of Rome, in: J.
Coulston & H. Dodge, Ancient Rome: The Archaeology of the Eternal City, Oxford, 1-15.
Coulston, J. & Dodge, H. 2003: The Imperial Metropolis, in: G. Woolf (ed.), Cambridge
Illustrated History of the Roman World, Cambridge, 140-169.
La Rocca, E. 2007: The Rhetoric of Rome and the Reappropriation of the Ancient Monuments, Fragmenta. Journal of the Netherlands Institute in Rome, 141-171.
Painter, J.R. & B. W. 2005: Mussolini’s Rome. Rebuilding the Eternal City, New York, 1-19.
M. M. Segarra Lagunes, Roma aeterna o la costruzione di un mito, Catalogo dell’esposizione (2 giugno – 2 dicembre 2021), Efesto edizioni, Roma 2021.
Mutuazione: 21010182 CHALLENGING ETERNITY PLANNING INCLUSIVE HERITAGE LANDSCAPES in Architettura - Progettazione architettonica LM-4 SEGARRA LAGUNES MARIA MARGARITA
Programme
Erasmus+ Blended Intensive Programme(Groups of students and staff jointly participate in an intensive blended learning and training programme).
This BIP Project concerns an interdisciplinary, blended training module with on-line and an on-site components, teaching students in an innovative way how to interpret, manage and design cultural heritage in the context of today’s main societal challenges as migration, inclusivity and sustainability. The BIP is innovative because it combines the following three components.
Challenge based learning: course content
The major innovation is that the module aims to contribute to a paradigm shift in education and practice on built cultural heritage. Instead of a traditional conservationist approach, protecting heritage against societal changes, it teaches that heritage can be designed and managed to contribute to societal challenges (Challenge based learning). Following the latest European and Global conventions and goals (e.g. Faro, Sustainable Development Goals of UN), innovative questions will be asked, such as: how can built heritage be designed and planned so as to increase social inclusivity and cohesion, or to make our landscapes more sustainable. In this way, we wish to make students aware of the UN sustainable Development Goals and of how a heritage approach can contribute to reach these goals. Linked to this is an innovative collaboration: the module brings together students in past-oriented disciplines (archaeology, heritage studies, conservation studies) with those in future-oriented disciplines (architecture, urban design, planning)
Core Documentation
ArchiBugi, F. 2010: Rome. A new planning strategy, London & New York, 1-43.Bjur, H. 2009: That’s the way it is, in: H. Bjur & B. Santillo Frizell (eds.), Via Tiburtina. Space, Movement and Artefacts in the Urban Landscape, Stockholm, 23-35.
Coulston, J & Dodge, H. 2000: Introduction: the archaeology and topography of Rome, in: J.
Coulston & H. Dodge, Ancient Rome: The Archaeology of the Eternal City, Oxford, 1-15.
Coulston, J. & Dodge, H. 2003: The Imperial Metropolis, in: G. Woolf (ed.), Cambridge
Illustrated History of the Roman World, Cambridge, 140-169.
La Rocca, E. 2007: The Rhetoric of Rome and the Reappropriation of the Ancient Monuments, Fragmenta. Journal of the Netherlands Institute in Rome, 141-171.
Painter, J.R. & B. W. 2005: Mussolini’s Rome. Rebuilding the Eternal City, New York, 1-19.
M. M. Segarra Lagunes, Roma aeterna o la costruzione di un mito, Catalogo dell’esposizione (2 giugno – 2 dicembre 2021), Efesto edizioni, Roma 2021.
Type of delivery of the course
At the heart of the module is a one-week field school in Rome, which is the city of heritage per excellence. All students of the three participating institutions will take part in the field school. Through daily excursions and on-site group assignments and presentations (linking various nationalities and disciplines), they develop their own view of how ancient and recent heritage in the Eternal City have been ‘constructed’, redefined and appropriated. They also learn to challenge the ‘Eternity’ of Rome and develop insights and skills to transform and integrate heritage within a setting of urban dynamism and rapid transformations, and with a special eye for inclusivity and sustainability. Classical on-campus sessions will serve to provide the students with plenary lectures. The students prepare their participation in the field school in Rome in the four weeks preceding the school through on-line classes and assignments. In this preparatory phase each student will be based in her/his home university. The classes will be plenary on-line sessions (for instance virtually exploring the topography and heritage of Rome), as well as group sessions and will be held with the use of amongst others Zoom, Canvas and GIS/ Geographical Information Systems. The group sessions (again, in transnational and transdisciplinary teams), are meant to prepare the group design assignment of the field school and collect and classify data on heritage, inclusivity and sustainability in other contexts in Europe. In the final week of the module, following on the field school, the students finish and present their group assignments in online sessions, being based again at their home institutionsAttendance
Attendance is mandatory for 75% of the courseType of evaluation
Successful participation in the BIP will be certified by all three participating institutions, who commit themselves to recognize the BIP as a valid element of the respective curriculums (6 ects); They acknowledge the added value compared to the existing courses offered by them, in that the BIP brings: 1. a transdisciplinary component into the curriculums of the institutions, which in themselves are monodisciplinary; 2. A transnational character to the otherwise national education schemes; 3. A blended combination of a physical mobility and a virtual component into an otherwise Classical context of plenary on-campus classes.