Introduction to Conservation and Restoration I I
Objectives
The purpose of this curricular unit is to provide students with the necessary theoretical tools that will allow a good integration in the exercise of the conservation discipline, promoting the development of critical judgment and an understanding of ethical principles, fundamental to the profession. In this perspective, understanding the historical background and the evolution of the discipline is also crucial.
At the end of the semester the student must:
i) Master the key concepts that frame the activity of Conservation
ii) Discern the evolution of the main theories and key theorists who contributed to the development of the discipline of Conservation, in a historical perspective
iii) Recognize the evolution of the profession, related with the development of the education of the conservator-restorer and the implementation of normative documents
iv) Develop and reveal critical spirit, in accordance with the ethical principles that govern the profession.
v) Develop the ability of communication and transmission of knowledge.
General characterization
Code
10106
Credits
6.0
Responsible teacher
Agnés Anne Françoise Le Gac Arinto
Hours
Weekly - 4
Total - 56
Teaching language
Português
Prerequisites
none
Bibliography
Boito, C., I nostri vecchi monumenti. Conservare o restaurare? Nueva antologia, nº87, 1886.
Brandi, C., Teoria del restauro. Roma: Ed. di Storia e Letteratura, 1963.
Hassard, F., “Towards a New Vision of Restoration ....”Journal of Institute of Conservation 32, no. 2 (Sept. 2009): 149-150.
Muñoz-Viñas, S., Contemporary Theory of Conservation. Oxford: Elsevier Butterworth-Heinemann, 2005.
Riegl, A. Le culte moderne des monuments... . Paris: Éditions du Seuil, 1984.
Ruskin, J. “Lamp of Memory.” Chap. 6 in Seven Lamps... British Authors 3951. Leipzig: B. T., 1907.
Viollet-le-Duc, E-E. “Restoration.” In The Foundations ... Dictionnaire Raisonné, translated by Kenneth D. W., 193-228. NY: George Braziller, 1990.
Teaching method
The lecturing of the different themes, is complemented by study visits for the analysis of heritage case studies, allowing a better understanding of the major concepts studied; as well as by the establishment of working groups to research and discussion of texts and heritage items related with the main themes, which results are presented by the students in oral presentation sessions and discussed by the class.
Students also have an individual research program (related with the group work) that will be evaluated by a written report and an oral presentation of each student. A final written test evaluates various subjects of the UC program, individually.
Evaluation method
The assessment method is based on 3 assessment components: 2 practical and 1 theoretical (test).
1. Continuous assessment / Individual performance (10%), with grade that may be up to 1 decimal
2. Group case study: Individual oral presentation (30%) + Group report (20%), with grades that may be up to 1 decimal in each part
3. Individual written test (40%), with grade that may be up to 1 decimal
Final Grade Calculation (with decimals when applicable): NF = 0.1 x AC + 0.4 x Test + 0.3 x Oral + 0.2 x Report
The Final Grade is rounded up for the release of the grade in the academic platform.
a) Continuous assessment is based on the student''s individual dynamics and on their active participation in classes and study visits, and in debates, since the teaching/transmission of contents also relies on dialectics between the people present.
b) Group work implies groups up to three students.
c) The written test comprises a theoretical-practical question based on any of the aspects of the Program taught.
d) The student must have a minimum grade of 9.5 in each of the assessment components in order to successfully complete the disciplne.
e) Access to the Exam depends on obtaining Frequency, for which it is necessary to successfully complete the practical part of the discipline, with assessment components 1 (Continuous assessment) and 2 (Group study).
f) The Exam replaces only assessment component 3 (Test).
g) The remaining assessment components 1 and 2, as the basis for Frequency, are valid for 5 years.
h) All evaluation components will be carried out in person.
i) the Public Health situation may imply changes in the program and assessment methods.
BE AWARE:In any evaluation moment, students must also take into consideration the provisions of nº3 of article 10º of the ''Evaluation Rules of FCT NOVA'', “When fraud or plagiarism is proven in any of the evaluation elements of a UC, students directly involved are outright disapproved at UC, (…). ”
Subject matter
1. Main concepts
1.1 Cultural Heritage and Scientific Heritage definitions. Conservation, remedial conservation, preservative conservation, and restoration concepts.
1.2 Notions of authenticity and ''''''''cultural significance''''''''.
1.3. Professional ethics and restrictions of the restoration activity: reversibility and re-treatability concepts.
2. Evolution and conservation philosophies
2.1 The restoration history and the origins of the conservation as a science.
2.2 Major restoration theories: from John Ruskin to Cesari Brandi.
2.3 New paradigms: from Salvador Muñoz Viñas to Frank Hassard.
3. Training & professional status
3.1 The role of international organizations in training and professional status of the conservator-restorer.
3.2 Principal normative documents for the profession.
3.3 Relationship between the conservator/restorer and other professions: the interdisciplinary team.