The shaping of space, symbolic language and memory in Romanesque art
- Analyze what is in the genesis of art from the eleventh to the thirteenth centuries and foster knowledge that allows students to catacterize the essential aspects of Romanesque art (with its territorial and temporal variants);
- To promote the discovery of the Romanesque as an artistic phenomenon of a \"global\" character and to perceive in what this phenomenon is characterized;
- Starting with the theme of UC, addressing and discussing essential themes of the Romanesque from the point of view of \"case studies\": will allow students to focus on delimited (though abutting) aspects, aiming to deepen knowledge on specific topics, as well as the relational capacity between works from different geographies, as well as the ability to identify iconographies and esthetic values through the intensive training of the \"interrogative look\" and the comparative process.
Weekly - 3 letivas + 1 tutorial
Total - Available soon
BARRAL I ALTET, Xavier, El románico. Ciudades, catedrales y monasterios, Taschen, Barcelona 1999.
CASTIÑEIRAS, Manuel, Compostela, Bari and Jerusalem: in search of the footsteps of a figurative culture on the roads of pilgrimage, Ad Limina. Research journal of the Way of St. James and the pilgrimages, vol. 1, 2010, pp. 17-54.
CAZES, Quitterie, SCELLÈS, Maurice, Le cloître de Moissac, Burdeos, 2001.
Sculpture. The Great Art of the Middle Ages from the Fifth Century to the Fifteenth Century, Coord. DUBY, G.; BARRAL I ALTET, X.; SUDUIRAUT, Sophie Guillot, Taschen, 1989.
SÁNCHEZ AMEIJEIRAS, Rocío, Senra, J. L. (eds.), El tímpano románico. Imágenes, estructuras y audiencias, Xunta de Galicia, Santiago de Compostela, 2003.
SUREDA, Joan, El arte románico, Historia del Arte, dir. RAMÍREZ, Juan Antonio, Madrid, Alianza, 1996, pp. 147-209.
WIRTH, J. L´image médiévale. Naissance et Développements (VI-XVe Siècle), Paris:Klincksieck, 1989.
The teaching method is based on theoretical classes with the presentation of content by the teacher, and practical classes, with the active participation of the students, with the preparation of themes that will be presented / discussed in the classroom or in the places where the works of art meet, thus fostering the active and dynamic participation of the students.
The evaluation will be based on three evaluation elements:
1. Paper and oral presentation (30%)
2. Test (50%)
3. Active participation in the classes, visits and virtual discussion forum of the Moodle platform, being an element of continuous evaluation throughout DAEQ.MD.05.01: 20%
To promote the knowledge on Romanesque art from topics presented as \"case study\" and, for each of them, subdivide into different relatable themes:
1. The demand for relics: the formation of pilgrimage routes of exceptional value and the artistic resources (from the promoters / clients to the artists, from the buildings to the decorations and from the liturgical and devotional objects); the circulation of people (artists and clients), dissemination of themes and models and their regional adaptations or personal tastes;
2 - \"Communicate with everyone through images\": the iconographic programs of the façades of the buildings, the decorative elements of the interior (capitals, altarpieces, altar images, illuminated books ...) and their communication capacity at the service of a concerted ideological propaganda;
3 - The Romanesque cloisters: their structural and decorative relationship with the temples; the symbolic value of the themes and their relation to the liturgies;
Programs where the course is taught: