University Master in

FOOD CULTURE AND COMMUNICATIONS

Food, Place, and Identity

Student Guide

Academic year 2011/12

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Summary

Master in Food Culture and Communications – Food, Place, and Identity

GENERAL INFORMATION

Program Structure 3 Master Staff 4 Student Services 4

ACADEMIC INFORMATION

Curriculum 5

Courses: Food, Place, and Identity 8 Communication, Media and Journalism 23 History and Cultures 28 Sociology and Anthropology 32 Food Policy and Sustainability 35 Food Sciences and Technologies 38 Tasting Lectures 41 Seminars 44

Exams, Evaluations and Final Thesis 45

Study Trips 49

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GENERAL INFORMATION

Master in Food Culture and Communications – Food, Place, and Identity

The main goal of this English-language master is to provide students with knowledge about high-quality food products as well as the communication and promotion of such products based on an extensive anthropological and historical study of food consumption, not only in Italy but abroad as well.

The stream “Food, Place, and Identity” of the Master’s Program explores the multiple “geographies” of food production and consumption, focusing on sites ranging from the body, home, community, city, region, nation, and the global, and the individual and collective identities shaped around these "places." In fact, food and food cultures can only be efficiently communicated with reference to place and identity (a notion that we understand not as “fixed,” but being in constant flux and the product of hybridizations). Whether we talk about zero-mile food, local food activism, urban food systems, ethnic food, Japanese cuisine, French wines, or global food policies, we are always making reference to the relationship between food and place (whether “real” or “imagined”), and the meanings this bond inflates into food as well as places. As the popular notion of “terroir” conveys, it is the convergence of place, climate, local human knowledge and sensibilities that determines the quality of foods. This section explores the relationships between food, place, and identity from the perspective of food policy, migrations, tourism, history and memory, and cultural artefacts that range from film to literature.

PROGRAM STRUCTURE To achieve the stated objectives, the master’s curriculum includes: • lectures and activities focused on the fundamental elements of the anthropological, ecological and communicative sectors of high-quality food; • lectures and activities dedicated to the sensory knowledge of food, including workshops and tastings; • study trips to production regions of particular interest, paying particular attention to the local food products, eco-gastronomy, marketing activities, and promotion strategies. • an end-of-year internship in order to acquire practical skills regarding the culture of high-quality foods.

Lectures The program lasts one year and includes classroom lectures, seminars, panel discussions, hands-on workshops, educational visits in Italy and abroad, and an internship period with production companies, communications agencies, publishing houses, or other public and private organizations that carry out activities related to the course material. In addition, students are expected to commit to studying and qualifying individually for an overall work load of approx. 2.250 hours that correspond to 90 university educational credits in compliance with article 7 of Ministerial Decree 270/2004. Course attendance is compulsory.

Regulations concerning the enrolment in the Master in Food Culture and Communications state explicitly: “All students of the Master in Food Culture and Communications are to be considered as enrolled full-time”.

Students must therefore sign the attendance sheet at the beginning of each session (morning and afternoon) and attend lectures from Monday to Friday, with an absentee rate of not more than 20% of the total number of class hours of each educational module indicated in the calendar.

Morning and afternoon sessions are as follows: 9-12 AM 1-4 PM

Exceptions are made for educational activities not taking place in Pollenzo, when the timetable may undergo major changes.

Sensory analysis workshops, and preparation meetings for field trips, as well as all events of educational relevance (conferences and meetings) are considered part of the compulsory attendance requirement.

Internship The final internship undertaken by the students is designed to synthesize and apply knowledge acquired during the classroom phase of the Master program. Following a methodological introduction, the students will write up a report on their internship period, which will be evaluated by an academic committee of the university.

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MASTER STAFF

Academic Director of the Master and the Teaching Staff

The Academic Director of the Master in Food Culture and Communications – Food, Place, and Identity is Professor Simone Cinotto ([email protected]; office hours: Tuesday and Wednesday, 12AM – 1PM).

The visiting teaching staff is responsible for the educational and scientific activity of the university. Their task is to teach the lectures for which they have contracted, to develop practical course work, to define the course of study, and in some cases to sit on the examination panel.

Beatrice Morandina ([email protected]) and Sabrina Boero ([email protected]) are the teaching coordinators.

Tutors The tutors are responsible for the planning of the study trip, accompanying students and coordinating both learning and logistics. The tutors coordinator is: Alessandra Castelli ([email protected]; office hours: 9AM-1PM, 2-6 PM)

The other tutors are: Renato Nassini ([email protected]) Office hours: 9AM-1PM, 2-6 PM Eleonora Bergoglio ([email protected]) Office hours: 9AM-1PM, 2-6 PM

Administrative Office The Administrative Director of the University of Gastronomic Sciences is: Stefania Ribotta (e-mail: [email protected])

The Coordinator and Administrative Director of the Master Programs is: Paolo Ferrarini (e-mail: [email protected])

Registrar’s Office The registrar’s office is available for help regarding a variety of issues, including: • visas, residence permits, health insurance • master application process • regulations and procedures Please contact Hanna Spengler to the following e-mail address: [email protected].

STUDENT SERVICES

General Services Office The General Services Office includes the IT Office and Logistics Office. The IT Office provides Information Technology support. The Logistics Office provides information and assistance regarding housing assignments in the “Case dello Studente” (Student Lodging), problems and requirements pertaining to the housing assigned to the students, and other UNISG premises and the restaurant facilities. For all questions, please use the general email address: [email protected] or call 0172 458568 to contact the staff: Roberta Sandon (Coordinator), Massimo Bonino and Gabriele Moccia.

Library The UNISG library in Pollenzo, thanks to its collection of books and journals, is a resource for ongoing gastronomic research. The library is part of the National Library Services (SBN) of Italy, and it is catalogued according to the SBN standard, indexed by subject and classified by the Dewey Decimal System. The whole catalogue may be consulted online via LibrinLinea, a collective opac (on line public access catalogue) of the SBN libraries of Piedmont: www.librinlinea.it (please select Università di Scienze Gastronomiche, second last in the list). For more information, see the Library Regulation on UNISG website (Student Services -> Library). Opening Hours: Monday – Friday, 10:00 – 19:00 (Please note that the booking service is not available after 17:30). Study room hours: Monday to Friday 10 AM-5PM [email protected] tel. 0172 458523 Phone: +39 0172 458523, E-mail: [email protected]

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ACADEMIC INFORMATION

CURRICULUM

The University applies a system of educational credits to its curriculum, which corresponds to the procedures in place in Interuniversity collaboration relations. This master is considered to be a first-level master, arising a total of 90 ECTS-credits (1 ECT/credit=approx. 25 hours of student work).

Each subject area consists of modules (lectures in the class, or other teaching modalities, including study trips), to which a certain number of credits correspond.

ECTS- credits AREA MODULE H PROFESSOR

27 FOOD, PLACE, AND IDENTITY Food, Place, and Identity Food, Place, and Identity 3 Simone Cinotto

Food, Place, and Identity Social History of Italian Food since 1861 9 Simone Cinotto

Food, Place, and Identity Regional Field Trip Reports 9 Simone Cinotto

Oral History: Food, Place, and Identity 9 Alessandro Portelli Theory and Interviewing Techniques Food, Place, and Identity The Sociology of Tourism and Gastronomy 12 Richard Sharpley

Gender in Traditional Small-Scale and Food, Place, and Identity 9 Lisa Price Alternative Agriculture Food, Place, and Identity Ethnoecology 9 Richard Stepp Food Policies and Sustainability Urban Food Systems 12 Annie Hauck-Lawson from Local to Global Food Policies and Sustainability Food Design and Place: the Restaurant and 9 Franco Fassio from Local to Global the Supermarket Food and Place in Italian Food, Consumer Culture, and Gender in 9 Scarpellini Emanuela History and Culture Postwar Italy Food and Place in Italian Food and Landscape in Italian Cinema 12 Bertellini Giorgio History and Culture Food, Place, and Identity Food in the City: the Bronx 9 Mark Naison Food, Place, and Identity History of Specialty Products 12 Rengenier Rittersma Food, Place, and Identity Culture, Place, and Heritage 12 Monica Sassatelli

Food, Place, and Identity The Space of Food in the Indian Diaspora 12 Parvathi Raman

12 COMMUNICATION, MEDIA & JOURNALISM Communication Theory and Semiotics of Gastronomy 12 Giacomo Festi Media Studies Food and Media Professional Food Writing 12 David Szanto Food and Media Food Documentary 12 Ian Cheney Food and Media Editing Techniques 6 Dario Leone Food and Media Cinema and Gastronomy 6 Giorgio Bertellini Food and Media Travel and Food Photography 12 Alberto Cocchi Food and Media Techniques of Food Photography 6 Stuart Franklin Food Journalism Enogastronomical Communication 12 Corby Kummer

9 HISTORY AND CULTURES Food Cultures Food in Popular Culture 12 Fabio Parasecoli 5

Food Cultures Ethics and Aesthetics of Food 12 Nicola Perullo Food History Medieval Food History 12 Allen Grieco Social History of Food: Food History 12 Peter Scholliers Networking, Hierarchies and Identities

4 SOCIOLOGY AND ANTHROPOLOGY Theory and Methods in the Anthropology Food Anthropology 18 Carole Counihan of Food Consumer culture Consumption, Food and Culture 15 Mara Miele

6 FOOD POLICY AND SUSTAINABILITY Food Policy and Sustainability Food, Environment & Sustainability 15 Colin Sage Food Policy and Sustainability Food Justice 12 Eric Holt-Gimenez Food Economy Food Economy 6 Kees De Roest Food Policy and Sustainability Food Law 9 Michele Fino Food Policy and Sustainability Sustainable and Organic Agriculture 12 Paola Migliorini Food Policy and Sustainability Ethnobiology and Human Ecology 12 Andrea Pieroni

7 FOOD SCIENCES AND TECHNOLOGIES Food productions Elements of Food Technology 9 Roberto Giangiacomo Products: Wine Wine Technology 9 Ulrich Fischer Sensory Analysis Molecular Basis of Taste 12 Gabriella Morini Sensory Analysis Wine Sensory Analysis 12 Ann Noble Sensory Analysis Food Sensory Analysis 12 Luisa Torri Nutrition studies Food Sciences and Public Nutrition 12 Andrea Pezzana

5 TASTING LECTURES Products Sense of Smell 3 Mirco Marconi Products: Beer Beer Tasting 6 Mirco Marconi Products: Cheese Cheese Tasting 12 Cristiano De Riccardis Products: Chocolate Chocolate Tasting 3 Mirco Marconi Products: Cured Meat Cured Meat Tasting 6 Mirco Marconi Products: Olive Oil Olive Oil Tasting 6 Sandro Bosticco Products: Wine Wine Tasting 18 Sandro Bosticco

SEMINARS Chefs and Artisanal Producers Seminars 6 Enrico Crippa Chefs and Artisanal Producers Seminars on honey 6 Andrea Paternoster Slow Food History of SF 3 Roberto Burdese Slow Food Slow Food International 3 Paolo Di Croce Slow Food Education/Event 6 Valeria Cometti Slow Food The Philosophy of Slow Food 3 Carlo Petrini Food Cultures Introduction to the Study Trips in Italy 9 Erica Croce Food Policy and Sustainability Sustainable Gastronomy 12 Barny Haughton

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The professors and the course hours in the curriculum may be subject to change. Over the course of this year there are many activities (courses, study trips, exams, etc.), and for the best experience it will be important work collaboratively towards the same goals.

Changes to the schedule may occur from time to time, due to unforeseen issues, including professors and other logistical problems. All changes will be communicated as quickly as possible in order to find the best possible solutions.

We are, of course, at your disposal for any further information you need during the year, but we hope that these pages will provide you with an overall understanding of the university to help and manage this new adventure.

During the first months of the Master you will have a lot of lessons in class, as well as study trips in Italy and elsewhere in Europe. A calendar showing planned lessons lists each professor and the course title, while the student guide provides the course syllabi, Readings will be made available either before, during, or after lessons, by email or on the university server (we are trying to avoid using printed material). On the server you will also find a file showing the books available in our library.

Every two months you will receive a teaching appraisal to evaluate courses and provide comments on the different aspects of academic activities. A meeting with the academic staff will also be scheduled every two months, in order to ensure continuity. You are nevertheless welcome to raise issues or come to us with problems at any time. Contact Beatrice Morandina and Sabrina Boero about academic activities, and Paolo Ferrarini or the tutors regarding study trips and administrative issues.

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FOOD, PLACE, AND IDENTITY

Food, Place, and Identity

Simone Cinotto (University of Gastronomic Sciences) Introduction to “Food, Place, and Identity” E-mail: [email protected]

This introduction to the program invites students to look at food (as an economic, social, and cultural “total fact”) from geographical perspectives. Food can be thought within different, concentric geographical scales—the body, home, community, city, region, nation, and global—and the multiple relationships between these places and food. This introduction addresses both food as a powerful producer of places—e.g., the role of specialty foods, recipes, and cuisines in shaping local, regional, and national identities—and the consumption of places (cities, regions, and nations) through the consumption of food.

Simone Cinotto (University of Gastronomic Sciences) Social History of Italian Food since 1861 E-mail: [email protected]

Course Overview

Social History of Italian Food since 1861 (three meetings) is a lecture class on the changes in the Italian diet and the making of national cuisine out of many local eating patterns since the country’s political unification in 1861. The history of Italian food is explored in three discrete periods: (1) 1861 to World War II, a period marked by recurrent food scarcity, especially in rural areas; a major international emigration, often dictated by rural crisis; significant efforts by the State to control its citizens’ diet and promote cuisine as an important factor of nation building. (2) 1890-1945, Italian mass emigration and the formation of an Italian cuisine in the diaspora. (3) 1945-2010, a period that started with the industrialization of food production and processing; the formation of an advanced mass consumer society; skyrocketing private food consumption levels; urbanization and internal migrations, and gave way, since the postindustrializing 1980s, to the emergence of various initiatives aimed at “rediscovering” and promoting the food products, eating patterns, and local economies “threatened” by globalization and immigration.

Course Requirements

Readings. Students must do the reading(s) listed for each meeting and be ready to discuss them in class.

Course Schedule

June 7, 2012 (1:00 – 4:00 pm) 1: 1861-1945: Food Insecurities and the Making of Italian Cuisine Paolo Sorcinelli, “Identification Process at Work: Virtues of the Italian Working-Class Diet in the First Half of the Twentieth Century,” in Cooking, Eating and Drinking in Europe since the Middle Ages, ed. Peter Scholliers (London: Berg, 2009): 81-97. Piero Meldini, “L’emergere delle cucine regionali: l’Italia,” in Jean-Louis Flandrin and Massimo Montanari, Storia dell’Alimentazione, Bologna, Laterza, 1992: 658-664. [In Italian: OPTIONAL]

June 11, 2012 (9:00 – 12:00 am) 2: The Diasporic Cuisine: Italian Food and Migration Simone Cinotto, “Sunday Dinner? You Had To Be There! The Social Significance of Food in Italian Harlem, 1920- 1940,” Italian American Review 8, No. 2 (Autumn/Winter 2011): 11-44.

June 12, 2012 (1:00 – 4:00 pm) 3: 1945-2010: The Industrialization and Postindustrialization of Italian Food and the (Re)Making of Regional Cuisines Jillian R. Cavanaugh, “Making Salami, Producing Bergamo: The Transformation of Value,” Ethnos 72, No. 2 (2007): 149-172. 8

Alison Leitch, “Slow Food and the Politics of Pork Fat: Italian Food and European Identity,” Ethnos Ethnos 68, No. 4 (2003): 437-462.

Simone Cinotto (University of Gastronomic Sciences) Regional Study Trip Reports E-mail: [email protected]

Course Objectives

This is a special class aimed at helping students get the most from their first-hand experience of patterns of food production, transformation, exchange, presentation, and consumption during field study trips across Italy which are integral part of the curriculum of the Master program. In particular Regional Field Trip Reports addresses the notion of “region” as a place that is constructed and construed historically, politically, socially, and culturally, focusing the role of food in these different and interrelated processes.

Students will (1) receive the theoretical and methodological basics that allow them to produce an analytically conscious interpretation of what they see, hear, taste, and experience during the field study trips; (2) have the opportunity to craft an original narrative in words and images of one of the field study trips; and (3) discuss it with the rest of the class and the instructor.

Course Requirements

Readings. In preparation of field study trips (i.e., before the first field study trip) all students must read the readings listed below in the “Readings” section. Furthermore, when working at her/his paper (“Report,” see below), each student should prepare an additional bibliography addressing the issues that s/he will discuss in her/his “Report” and. Such bibliography may be discussed in advance with the instructor.

Report. Students will be divided in three groups, one for each of the regions to be visited during the year. Each student will write a paper (deadlines will be announced separately together with dates for presentation/discussion sessions--“Oral/Multimedia Presentation,” see below) about the field study trip assigned (e.g., “Veneto”).

"Reports" should be between 2000-2500 words (8-10 pages double-spaced Times New Roman ft12 MS Word file; pages must be numbered) including footnotes and bibliography, and featuring: (1) descriptive elements of the field study trips, or part of it; (2) a critical approach to the elements of the description.

“Reports" should be considered academic papers under any respect. Students should demonstrate to be able to construct an informed argument, incorporating in their work notions and ideas developed upon the course readings, what the students have learned from other courses in the Master Program, and original research. The narrative/stylistic dimension is as important as the analytical/theoretical. The focus should be on the concept of region, which, as noted above, is as much a portion of geographical space more or less coherent in terms of climate, environment, ecology, resources, and economy, as a social construction, historically and ideologically produced by human groups with political and cultural means.

The perfect “Report” should be interesting, original, informative, learned, and organized. Any subjective interpretation/critical perspective is more than welcome provided it is corroborated by facts and analysis. You may also prefer to choose to address one topic or place visited rather than provide a full account of the visit. In general, it is best to provide a clear thesis at the beginning of the paper, and then articulate a point-by-point demonstration of that statement, and then going over it in the conclusions.

To sum up, what I would expect to find in any "report" is: (1) personal and original observations from the field trip, or from a selected part of it; (2) solid research (as conveyed by bibliography and footnotes); (3) a strong statement (which she then wraps up in the conclusions) that demonstrates the author’s effort at breaking some new ground and work of critical analysis on the case material s/he chooses.

“Reports" should be sent to the instructor and the rest of the class one week before the “Oral/Multimedia Presentation.” Your file (please MS Word, no Mac!) should be as follows: lastname_firstname_Veneto Report.doc. Please label all photos and charts.

The recommended style manual and citation guide is The Chicago Manual of Style, 15. Ed., available for consultation at the library.

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Oral/Multimedia Presentation. Students in the group assigned to any given region will present their paper to the rest of the class. The use of multimedia, such as PowerPoint presentations, is strongly encouraged. The class will actively interact with the speaker, asking questions and providing critical comments, remarks, and suggestions.

Assessment. This exam counts for 2/3 of the final grade. See below – “small group Italian regional field trip video report”

Course Schedule

(End Veneto Study Trip June 22, 2012) July 12, 2012 - 13:00 - 16:00

(End Alto Adige Study Trip October 20, 2012) November 6, 2012 - 13:00 - 16:00

(End Sicily Study Trip November 17, 2012) December 11, 2012 - 13:00 - 16:00

Course Readings Required readings will be available in Acrobat pdf format to download from the University server. (http://unisg.esse3.cineca.it/Home.do).

Appadurai, Arjun, “The Production of Locality,” in Modernity at Large: Cultural Dimensions of Globalization, Minneapolis, University of Minnesota Press, 1996: 178-200. Bell, David and Gill Valentine, “Region,” in Consuming Geographies: We Are Where We Eat, New York, Routledge, 1997: 145-162. Meldini, Piero, “L’emergere delle cucine regionali: l’Italia,” in Jean-Louis Flandrin and Massimo Montanari, Storia dell’Alimentazione, Bologna, Laterza, 1992: 658-664. [OPTIONAL] Terrio, Susan J., “Crafting Grand Cru Chocolates in Contemporary France,” American Anthropologist, New Series, Vol. 98, No. 1. (Mar., 1996), pp. 67-79.

Small-Group Italian Regional Video-Reports

Students will be divided in small (6-people) groups for one of their field trips to Italian regions. Each group will have a camera, with which to record visits, interviews, and any other relevant moment of their field trip. At the end of the field trip, each group will be asked to make an edited 15-mins. video narratively representing their field-trip experience. All videos will be presented in a special session and evaluated by a commission including the Director of the Master’s Program and other faculties. Assessment: The grade for the small-group Italian regional video-report (assigned to all students in a group) counts for one-third of the final grade for Italian regional field-trip reports together with the grade for Professor Cinotto’s exam (see above, “Regional Field Trip Reports.”)

Alessandro Portelli (University of Rome, “La Sapienza”) Oral History: Theory, Methodologies, and Interviewing Techniques

In three meetings, the course addresses the complex problems inherent in the oral history process. It starts by discussing the emergence of oral history as a legitimate academic discipline and its political meanings. It illustrates the crucial debates in the field. Finally, it focuses the cultural, psychological, and technical issues involved in interviewing and the work of interpretation.

Textbook: Alessandro Portelli, The Death of Luigi Trastuli and Other Stories (Albany, NY: SUNY Press, 1991)

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Richard Sharpley (Professor of Tourism & Development, University of Central Lancashire, UK) The Sociology of Tourism and Gastronomy E-mail: [email protected]

Introduction Sociology may be defined as the systematic study of society. More specifically, it is concerned with developing knowledge and understanding of the evolution, functioning, organization, institutions and interactions of different societies and different phenomena within societies. Thus, tourism, as an essentially social activity that is generated by some societies and which impacts physically, economically, socially and culturally on others, lends itself naturally to sociological analysis.

This module considers tourism from a sociological perspective. More specifically, it explores the relationship between tourists and society and, in particular, gastronomic tourism as an increasingly popular (and, in terms of sustainable development, an increasingly significant) form of tourism. Commencing with an exploration of the contribution of sociology to understanding the phenomenon of tourism, it goes on to consider the tourist and the nature of the contemporary tourism experience before focusing explicitly on issues related to gastronomic tourism, including the role of food in the tourism experience, who is the 'gastronomic tourist', and ways in which destinations can promote themselves through food/gastronomy.

Outline Syllabus This module will be delivered by way of five three-hour thematic sessions, comprising introductory lectures to underpin / guide subsequent group discussions. In order to facilitate / stimulate these discussions, reading material will be provided to students in advance. The outline syllabus for the module is as follows:

Session 1: (24.09.12: pm) The sociological analysis of tourism: the contribution of sociology to understanding tourism • sociological theories and tourism • the socio-cultural context: from modernity to post-modernity • postmodern tourism / the post tourist

Session 2: (25.09.12: am) Understanding the tourist • tourist typologies • tourism demand, motivation and consumption • Conceptualizing the tourist experience

Session 3: (26.09.09: am) Tourism and gastronomy experiences: • authenticity and tourism • gastronomy and authentic tourist experience • the gastronomic tourist?

Session 4: (27.09.12: am) Tourism, gastronomy and the destination • gastronomy as a tourism product • gastronomy and destination development • marketing gastronomic tourism

Session 5: (28.09.12: pm) Case studies: gastronomic tourism ‘in action’.

Lisa Leimar Price (Oregon State University, USA) Gender in Traditional Small-Scale and Alternative Agriculture E-mail: [email protected]

In this course we examine gender in traditional small-scale and alternative agricultural systems in cross- cultural perspective. Gender is culturally constructed and expressed in identity, work, knowledge, and asset management making it a fundamental organizing principle integral to farming communities. In this regard, gender is thus also integral to the make-up of cultural heritage found in traditional farming practice and culinary traditions in communities. Farm work and life are grounded in and lived through culturally constructed gender identities and linked to gender based knowledge. Transmission of this knowledge is vital to the continuity of subsistence and 11 cultural life. Some of these gender-based areas of expertise include knowledge and management of agro-biodiversity, crafting of tools, food processing, storage and preparation knowledge and practice.

It is increasingly recognized that traditional farming communities throughout the world have come under pressures emanating from contemporary global processes such as the increasing monetization of livelihoods. For example, male migration for wages results in changes to many traditional systems due to the feminization of agriculture. Gender equity in agricultural communities is of on-going concern regarding fairness in women’s entitlements to land and other resources that can impact women’s ability to farm, have sufficient food for themselves and their families, participate in their culture and have a life of dignity. An overview of some of these contemporary stressors and equity issues will be presented and discussed in the course

Alternative agriculture, principally small scale organic, will be examined for gender expressions in identity (particularly masculinities) work and values and the forging of new pathways to viable rural life and sustainable and fair food production systems.

Learning outcomes

The students will be able to: • Identify and discuss the linkages between gender, culture and agriculture in traditional small scale agriculture and alternative agriculture from a cultural, equity and heritage perspective. • Identify common areas where traditional small-scale systems are vulnerable to forces beyond their control (economic, social, political and environmental) and the impacts to gender, gender relations and to the wellbeing of individual women, men and children. • Understand the intersection of gender in agriculture with other dimensions such as class, ethnicity, locality, and religion.

Course activities

Learning activities • Read literature, view visual materials, • Participate in lectures and discussions • Prepare discussion leadership assignments

For this course I would like to state the following expectations and policies.  All questions and ideas will be addressed thoughtfully and respectfully.  You are expected to work hard. You might need to read some of the texts more than once. Take notes and bring up what you do not understand or ask for clarification.  You will participate in the course in a manner that is open, honest and respectful of other people’s opinions, ideas and beliefs. This means allowing others the space to assert their views.  You may find that some of the ideas presented in this course challenge your own beliefs and assumptions. The goal of this course is not to convert individuals to a particular point of view but to explore different ideas in an articulate and comprehensive way. Thus, dialogue and respectful contestation are an essential part of the course.  The syllabus is subject to change. I will make announcements in class or by email.  All cell phones should be turned off during the class meeting.

Lecture Sessions:

Session 1 Grounding lecture and film: gender in agriculture overview

Padmanabhan, M. (2011) Women and men as conservers, users and managers of Agrobiodiversity: A feminist social- ecological approach. Journal of Socio-Economics 40:968-976.

Saugeres, L. (2002) “She’s not really a woman, she’s half a man”: Gendered discourses of e Embodiment in a French farming community. Women’ Studies International Forum, vol. 25, 6 :641-650.

Abdelali-Martini, M., Goldey, P., Jones, G., and Bailey, E. (2003) Towards a feminization of agricultural labour in Northwest Syria. Journal of Peasant Studies, vol. 30,2:71-94.

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Mexican cuisine as UNESCO Intangible Cultural Heritage case study. Films and discussion on Gender, agricultural and food heritage.

Lind, D, and Barham E. (2004) The social life of the tortilla: Food, cultural politics, and contested commodification. Agriculture and Human Values 21:47-60.

Session 2 Indigenous Knowledge, Agrobiodiversity

Chambers, K. J. and Momsen, J. H. (2007), From the kitchen and the field: Gender and maize diversity in the Bajío region of Mexico. Singapore Journal of Tropical Geography, 28: 39–56.

Oakley, E. and Momsen, J. E. (2005) Gender and agrobiodiversity: a case study from Bangladesh. The Geographical Journal vol. 171, 3:195-208.

Scurrah-Ehrhart, C. (2007), Economic vulnerability, beer and HIV/AIDS: The struggle to sustain farmer livelihoods and indigenous sorghum varieties in eastern Uganda. Singapore Journal of Tropical Geography, 28: 71–89.

The Gender of Crops

Sillitoe P (2003) The gender of crops in the Papua New Guinea highlands. In Howard P (ed) Women Plants. Gender Relations in Biodiversity Management & Conservation, 165–80. Zed, London.

Padmanabhan, M. A. (2007), The making and unmaking of gendered crops in northern Ghana. Singapore Journal of Tropical Geography, 28: 57–70.

Session 3 Alternative Agriculture – Gender and Masculinities

Peter, Gregory et al. Coming back across the Fence: Masculinity and the Transition to Sustainable Agriculture. Rural Sociology 65:2 (2000): 215-233.

Coldwell, I. (2007) New farming masculinities. Journal of Sociology vol43, 1:87-103.

Dr. Richard Stepp (University of Florida) Ethnoecology E-mail : [email protected]

This module is an introduction to ethnoecology, an interdisciplinary field that bridges approaches in the social and biological sciences to examine how humans use, know and interact with plants and animals. It primarily grew out of the field of ethnobiology and both have been heavily influenced by the ethnoscience, which seeks to understand the native/insider/emic perspective. While it may appear on first glance that there is considerable overlap between ethnoecology and environmental anthropology, the field is distinguished by its own literature and a myriad of disciplines that form its core body of knowledge.

Lecture 1 Hour 1: Overview of the course; Theoretical and methodological foundations Hour 2: The three domains and four phases related to ethnoecology and ethnosciences Hour 3: Indigenous science vs. Western science

Lecture 2 Hour 4: Ethno-classification Hour 5: Complex adaptive systems and ethnoecology Hour 6: Migration and ethnoecology

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Lecture 3 Hour 7: Landscape ethnoecology Hour 8 Loss, persistence and change Hour 9: The future of ethnoecology

Readings:

Berkes, Fikret (1998). "Exploring the Basic Ecological Unit: Ecosystem-like Concepts in Traditional Societies". Ecosystems 1 (4): 409–415. Davis, Anthony and John R. Wagner. 2003. Who Knows? On the Importance of Identifying ‘Experts’ when Researching Local Ecological Knowledge. Human Ecology , 31(3): 463-489. Shepard, Glenn H. Jr, Douglas W. Yu, Manuel Lizarralde, and Mateo Italiano. 2001. Rain Forest Habitat Classification among the Matsigenka of the Peruvian Amazon Journal of Ethobiology 21(1):1-38. Fleck, David William and John D. Harder. 2000. Matses Habitat Classification and Mammalian Diversity in Amazonian Peru. Journal of Ethnobiology 20(1):1-36. Holling, C. S. 2001. Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems 4:390- 405. Johnson, Leslie Main and Eugene S. Hunn (Eds). 2010. Landscape Ethnoecology, Concepts of Physical and Biotic Space. New York and Oxford: Berghahn Books. Chapters 1-2 Johnson, Leslie Main. 2011. Chapter 14 Language, Landscape and Ethnoecology, Reflections from Northwestern North America IN Mark, David M., Andrew G. Turk, Niclas Burenhult and David Stea, Eds. Landscape in Language, Transdisciplinary perspectives. Culture and Language Use 4. Amsterdam: John Benjamins Publishing Company. Gragson, T., and B. Blount, editors. 1999. Ethnoecology: knowledge, resources and rights. University of Georgia Press, Athens, Georgia, USA. Ch. 1. Ohmagari, Kayo and Fikret Berkes. 1997. Transmission of Indigenous Knowledge and Bush Skills among the Western James Bay Cree Women of Subarctic Canada. Human Ecology 25(2):197-222. Posey, Darrell (1984). "Ethnoecology as Applied Anthropology in Amazonian Development". Human Organization 43 (2): 95–107. Zarger, Rebecca K. and John R. Stepp. 2004. Persistence of Botanical Knowledge among Tzeltal Maya Children. Current Anthropology 45(3):413-418.

Mark Naison (Fordham University, New York, USA) Food in the City: The Bronx

Home to of immigrant groups from Africa, Latin America, and Asia and long/established African American, Puerto Rican, Dominican, Italian, and Albanian communities, the Bronx offers an amazing culinary variety. The course explore the diversity of immigrant and ethnic cuisines in the Bronx as a vital part of New York City’s food system, reflects on their social relevance and impact, and focuses on the role of race in determining food sovereignty and justice.

Textbook: Frederick Douglass Opie, Hog and Hominy: Soul Food from Africa to America (New York: Columbia University Press, 2010)

Rengenier C. Rittersma (European University Institute, Florence) Food, Territory, and Emotion: On the Provenance of Food Products, from Antiquity to the Present

This course deals with the history of regional gastronomic products before the invention of the so-called labels of origins (which generally took place from the 19th century onwards, although the first legally protected label of origin, i.e. of port wine, was introduced some decades earlier [1756]). This course would, then, be devoted to a couple of typical products which are in a unique and often emotionalised way connected to a very specific territory, such as, for example, Roquefort cheese, saffron, truffles, Champagne, port wine, marzipan, and caviar. These victuals should be examined, by posing the following questions: • Whence rises this impulse to put food products literally down to a specific territory and what are the historical roots of such juxtapositions? • What were the historical conditions that triggered processes of socio-cultural valorisation of local food products and how did these processes look like? • Which role and meaning was attributed to the soil? • How were local food products from the late Middle Ages onwards branded and which role played local elites in creating and maintaining these brands? 14

• Why were local food products considered to be vectors of social prestige and therefore frequently used by local elites for the sake of auto-promotion and how did these elites secure a monopoly on the exploitation of these resources? By doing this, the course aims at clarifying the historical sediments of the concept of terroir, which ascribes the typicality of specific local food products to the holistic combination of natural factors, such as e.g. climate, vegetation, soil, and human factors, such as savoir faire and the personal ability to give a food product an individual touch. In the courses I have hitherto taught on food history and culture, I have tried to show its scholarly pertinence by using food as an analytical key to demonstrate umbrella phenomena, such as, for example, globalisation (as well as glocalisation), taboos, issues of identity and exclusion, consumer’s behavior (e.g. conspicuous consumption), branding etc. In my teaching activity I also try, deliberately, to develop a bird’s-eye view upon the socio-cultural dynamics of food by paying pay due attention to long-term processes and by focusing on the role of locations in a twofold sense: on the one hand the ephemeral status of location in transnational or transcontinental processes of trade and consumption, on the other hand the overwhelming significance of locations as sites of production which are, sometimes, highly individual concretions of natural and human factors (terroir, savoir-faire, geo-climatic conditions etc.). This generalist perspective automatically also implies a basic awareness of adjacent historical and or cultural (sub-) disciplines, such as e.g. history of imagination, historical geography, history of the soil (environment, agriculture, imagination), legal history etc. By applying an international and multi-disciplinary approach, I hope to have made the course tangible and relevant for students from different parts of the world and with different food- related interests and future aims.

Monica Sassatelli, Lecturer, Goldsmiths, University of London ([email protected]) Jasper Chalcraft, Visiting Research Fellow, University of Sussex ([email protected]) Culture, Place, and Heritage

Introduction This module introduces theories of culture, place and heritage from sociological and anthropological perspectives. Starting from classic and recent theories of culture, place and their interrelation, we will come to reflect on the more specific notion of heritage, which in recent years has been the subject of considerable scholarly attention and has important ramifications for the recognition, protection and critical appraisal of 'food culture' in particular. Heritage has become a key term through which the conceptualisation, conservation, marketing and consumption of culture (literally) takes place; heritage is now as important to policy makers and as vital to the tourist industry as it is to group identities. As prisms through which societies imagine themselves, culture, place and heritage are hotly contested, often being fought over not only by different cultural groups, but also by the international agencies (like Unesco) which seek to value them.

This module addresses these interlinked topics both as they unfold in scholarly debates and at policy level, at different territorial scales (local, national, global). These different scales help structure the module, and will provide both analytical tools and a substantive knowledge of current trends in culture and heritage policies. The latter will also be illustrated through case-studies, which will be used as a stimulus for discussion, with students invited to put forward examples and issues for further debate.

Outline Syllabus This module will be delivered by way of 4 three-hour thematic sessions, two by each tutor. These will comprise lectures as well as group discussions. Both will draw on key readings, which the students are required to study beforehand, and which will be provided. The outline of the module is as follows:

Session 1 (5 September, 2pm, Monica Sassatelli) What is culture? What is place? - Definition(s) of culture - One place, one culture? Territorially bounded notions of culture - What makes a place? Places, non-places, flows, and (gastro-)scapes - How do we consume culture? And Place?

Session 2 (6 September, 10am, Monica Sassatelli) Cultural and Landscape policies - An illustrated history (from Western Europe) - Place branding - Landscape policies - Tools for regeneration? (The European Capital of Culture Programme, The European Landscape Convention) 15

Session 3 (6 September, 2 pm, Jasper Chalcraft) What the Hell is Heritage? - A prehistory of heritage - Defining heritage - Heritage and identity - Food as heritage

Session 4 (7 September, 9am, Jasper Chalcraft) Making Heritage - Heritage policy and process: from Unesco to regional players - Heritage conservation and interpretation: from archaeologists to cyber-cohesion - Heritage malcontents (Italy, Tanzania, Libya and beyond) - Global gastronauts: making and marketing food cultures

Information about the final exam will be given further on during the Master course.

Dr Parvathi Raman (Senior Lecturer in Social Anthropology, School of Oriental and African Studies, University of London, Chair, SOAS Centre for Migration and Diaspora Studies) The Space of Food in the Indian Diaspora

Food is one of the most powerful markers of cultural specificity and identity and also has a special role in relation to the production and transmission of memory. In diaspora populations, the recreation of food practices is central to ideas of the self, place and identity. Diaspora communities root themselves in their new locations through their culinary practices, and also trace their routes to the homelands they have left behind. In this course we will examine the development of an Indian ‘national’ cuisine, look at the role of food practices in the creation of memories of ‘home’ in diaspora, and consider the role of food writing and cookbooks in the creation of a diasporic Indian culinary culture. We will also look at the production of Indian food as a transnational consumer product. The course will consist of 4 sessions of 3 hours each and will take an anthropological approach to issues of food and identity. Objectives: to ground students in a knowledge and understanding of the culture of a transnational Indian cuisine, and its place in the making of Indian diasporic identity. To familiarise students with literature on the Indian diaspora and food practices. To encourage students to think critically about Indian culinary culture and ideas of embodiment, identity and subjectivity.

Session 1: Making an Indian Cuisine: excavating an Indian culinary culture What is ‘Indian Food’? In our first session we look at how an Indian national cuisine was imagined from the numerous regional cuisines across the subcontinent,

Arjun Appadurai How to Make a National Cuisine: Cookbooks in Contemporary India, Society for Comparative Studies in Society and History, Vol. 30, No. 1 (Jan 1988), pp. 3-24. Sami Zubaida The Idea of Indian Food: between the colonial and the global, Food and History, Vol. 7, No. 1, (2009), pp. 191-209.

Session 2: Making an Indian Diaspora: consuming the Indian Self abroad In the second session we will explore the role of food in making home, creating memories, and performing the self in diaspora

Parvathi Raman Me in Place and the Place in Me; a Migrants Tale of Food, Home and Belonging’ Food, Culture and Society, Volume 14, No. 2, (June 2011), pp. 165- 180. Anita Mannur Culinary Nostalgia: Authenticity, Nationalism, Diaspora, Melus, Vol. 32, No. 4, (Winter 2007)

Session 3: Indian Food in textual and visual imaginings In the third session, we will consider how ‘the food of home’ has been represented in South Asian film and literature

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Dan Ojwang ‘Eat Pig and Become a Beast’: East African Indian Writing, Research In African Literatures, Volume 42, No.3. (Fall 2011) Parama Roy Reading Communities and Culinary Communities: the gastropoetics of the South Asian Diaspora, Positions, 10:2, Fall 2002.

Session 4: India Consumed: Taste and Indian food as international commodity In our final session we will trace how Indian food has become an international commodity, with Indian restaurants a common site on local high streets. Does this means that Indians abroad have successfully rooted themselves and become a part of their local communities?

Krishnendu Ray Dreams of Pakistani Grill and Vada Pao in Manhattan: Reinscribing the Immigrant Body in Metropolitan Discussions of Taste, Food, Culture and Society, Volume 14, No. 2, (June 2011), pp. 243-274. Ben Highmore The Taj Mahal in the High Street: The Indian restaurant as diasporic popular culture in Britain, Food, Culture and Society, Vol. 12, No. 2, (2009), pp. 173- 190.

Suggested additional readings:

- On the Indian Diaspora:

Peter van de Veer (ed) Nation and Migration: the politics of space in the South Asian Diaspora (University of Pennsylvania Press, 1995)

Judith Brown Global South Asians: introducing the modern diaspora (Cambridge University Press, 2006).

- On Indian food in literature:

Yasmin Alibhai-Brown The Settlers Cookbook: a memoir of love, migration and food.

- On Indian grocery stores:

Purnima Mankekar ‘India Shopping’: Indian grocery stores and transnational configurations of belonging, Ethnos, Vol 67, No. 1, 2002, pp. 75-88 - On the politics of food:

Nicola Frost Green Curry: politics and place making in Brick Lane, Food, Culture and Society, Vol. 14, No. 2, (June 2011), pp.225-242.

Food and Place in Italian History and Culture

Emanuela Scarpellini (“Dipartimento di Scienze della storia e della documentazione storica” - University of Milano) Food, Consumer Culture, and Gender in Postwar Italy

First lesson A long way to the kitchen: food between small shops and supermarkets Readings: Emanuela Scarpellini, “Shopping American-Style: The Arrival of the Supermarket in Postwar Italy”, Enterprise & Society, vol. 5 no. 4, December 2004

Second lesson Gender, family and cuisine Readings: Carole M. Counihan, “Female Identity, Food, and Power in Contemporary Florence”, Anthropological Quarterly, Vol. 61, No. 2, April 1988

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Third lesson Eating out, eating at home Readings: Alan Warde and Lydia Martens, Eating Out: Social Differentiation, Consumption and Pleasure, Cambridge University Press 200, chapter 3 (The Meaning of Eating out, pp. 42-68).

Giorgio Bertellini (University of Michigan, USA) Food and Landscape in Italian Cinema

Course description: Throughout its history, Italian cinema has inspired aesthetic innovations and theoretical reflections by consistently engaging with such international cinematic conventions as realism, the art film, and genre productions. And it has done so by correlating national and regional high art forms (i.e. opera, music, literature, and painting) and plebeian entertainment forms (i.e. circus, vaudeville, burlesque, dialect theatre, and popular songs) with politically motivated needs to explore and revisit the country’s history and identity. Rather than simply offering an overview of Italy’s film productions, in lectures and discussions we will test a fundamental idea. Italian cinema owes a significant part of its own success, domestically and abroad, to the long history of Italy as an actual and cultural site of tourist attraction. This does not imply simply equating Italy to a modern equivalent of a “resort town,” but to look critically at the two vectors of its aestheticization—landscapes and food. Fundamental in our investigation will be the picturesque, a painterly style developed in Northern Europe in the 16th and 17th century that has long framed the representation of Italian landscapes, customs, and populations in paintings, photographs, and films. Associated to the picturesque are ideas of anthropological difference and visual delectation in historical and ethnographic realism.

Firstly, we will examine the original blockbusters of Italian cinema, from the historical epics (Cabiria, 1914) and the regional melodramas of national interest (Assunta Spina, 1915) to productions released under Fascism such as Blasetti’s La tavola dei poveri (1932). Secondly we will study the controversial poetic and political claims of neorealism (De Sica, Rossellini, Visconti). Then, we will look at the commercially successful modern productions of the 1960s and 1970s, which addressed crucial moments of Italian political and cultural history, from the Risorgimento (Visconti) to the radical changes following the nation’s economic boom affecting social structure and life (Pasolini) as well as gender relationships (Antonioni, Germi, Wertmüller). The course will also look at auteur films, including Pasolini’s La ricotta (1963) and Marco Ferreri’s La Grande Bouffe (1973) as well as at such popular film genres as the Spaghetti western films. Finally, we will study the 1990s consolidation of a tourist paradigm reached with Tornatore’s Nuovo Cinema Paradiso (1988), Salvatores’ Mediterraneo (1991), Michael Radford’s Il Postino (1994), and La meglio gioventù (2003).

Legenda Readings marked with “CoI” are from Giorgio Bertellini ed. The Cinema of Italy (London: Wallflower Press, 2004)

Readings marked with “(Bio)” are from Geoffrey Nowell-Smith ed., The Oxford History of World Cinema (Oxford; New York: Oxford University Press, 1996)

Students shall do their weekly readings before class.

1. Origins and Early Cinema Films discussed: Cabiria (1914) dir. Giovanni Pastrone Assunta Spina (1915) dir. Gustavo Serena and Francesca Bertini La tavola dei poveri (1932) dir. Alessandro Blasetti

Readings: • Gian Piero Brunetta, “Introduction: The Epic History of Italian Cinema” and “Epilogue 2007,” in Id., The History of Italian Cinema (Princeton: Princeton University Press, 2009), 1-14. • Giorgio Bertellini, Italy in Early American Cinema: Race, Landscape and the Picturesque (Bloomington: Indiana University Press, 2009), introduction, + Chapter 1, + Chapter 2. • Anne L. Bower, “Watching Food: The Production of Food, Film, and Values,” in Reel Food.

2. Neorealism Films discussed: Ossessione (1942) dir. Luchino Visconti The Postman Always Rings Twice (1946) dir. Tay Garnett Paisan (Paisà, 1946) dir. Roberto Rossellini 18

Bicycle Thieves (Ladri di biciclette, 1948; 93’) dir. Vittorio De Sica Bitter Rice (Riso amaro, 1949) dir. Giuseppe De Santis My Voyage to Italy (Il mio viaggio in Italia, 1999) dir. Martin Scorsese

Readings: • Rossellini (Bio); De Sica (Bio); Visconti (Bio). • Rossellini, 1992: 17-20 & 33-46; • Zavattini, Cesare, "Some Ideas on the Cinema," in Film: A Montage of Theories, ed. Richard Dyer MacCann (New York: E.P. Dutton, 1966), pp. 216–228. • Giuliana Muscio, “Paisà,” from CoI • Carlo Celli, “Bicycle Thieves,” from CoI • Antonio Vitti, “Bitter Rice,” from CoI

3. Modern Cinema Films discussed: The Leopard (Il gattopardo, 1963) dir. Luchino Visconti BRING YOURS? Divorce - Italian Style (Divorzio all’italiana, 1961) dir. Pietro Germi La ricotta (1963) dir. Pasolini from RoGoPaG (1963) dir. Rossellini/Godard/Pasolini/Gregoretti Two Women (La ciociara, 1960), dir. Vittorio De Sica , with Sophia Loren) Bread, Love, and Dreams (Pane, amore e fantasia, 1954) dir. Luigi Comencini, with Gina Lollobrigida La legge (1959) dir. Jules Dassin; with Gina Lollobrigida and Marcello Mastroianni Swept Away (Travolti da un insolito destino nell'azzurro mare d'agosto, 1974) dir. Lina Wertmüller They Call me Trinity (Lo chiamavano Trinità, 1970) dir. Enzo Barboni La Grande Bouffe (La grande abbuffata, 1973) dir. Marco Ferreri

Readings: • “Antonioni” (Bio); Fellini (Bio); Pasolini (Bio); Bertolucci (Bio); Totò (Bio). • Nowell-Smith, Geoffrey, “The Leopard,” in Id., Luchino Visconti (London: BFI, 2003; 3rd ed.), 79-93. • Maurizio Viano, “La Grande Bouffe,” in CoI • Gundle, Stephen. “Sophia Loren: Italian Icon,” Historical Journal of Film, Radio and Television, Volume 15, Issue 3 (1995): 367–385. • Réka C. V. Buckley, “National Body: Gina Lollobrigida and the cult of the star in the 1950s,” Historical Journal of Film, Radio and Television, Volume 20, Issue 4 (2000): 527–547

4. Contemporary Cinema Films discussed: Cinema Paradiso (Nuovo Cinema Paradiso, 1988) dir. Giuseppe Tornatore Mediterraneo (1991) dir. Gabriele Salvatores The Postman (Il postino, 1994) dir. Michael Radford The Monster (Il mostro, 1994) dir. Roberto Benigni Il ciclone (1996; 93m) dir. Leonardo Pieraccioni The Best of Youth (La meglio Gioventù, 2003) dir. Marco Tullio Giordana Readings: • Marcus, Millicent, After Fellini: National Cinema in the Postmodern Age (Baltimore: Johns Hopkins University Press, 2002), ch.4 and ch.10 • Galt, Rosalind, “Italy's landscapes of loss: historical mourning and the dialectical image in Cinema Paradiso, Mediterraneo and Il Postino,” Screen #43 (2002): 158-173.

Course Bibliography & Further Readings Allen, Beverly and Mary Russo eds., Revisioning Italy: National Identity and Global Culture (Minneapolis: University of Minnesota Press, 1997) Bertellini, Giorgio "A Battle d'Arrière-Garde: Notes on Decadence in Luchino Visconti's Death in Venice," Film Quarterly 50:4 (Summer 1997): 11-19. ___, "Il 'popolare' fra immagine e parola. Note sparse su neorealismo, Gramsci e le belle bugie di Zavattini," in Pierluigi Ercole ed., Diviso in Due: Cesare Zavattini: Cinema e Cultura Popolare (Reggio Emilia: Diabasis, 1999), pp. 107-119. ___, ed., The Cinema of Italy (London: Wallflower Press, 2004) = CoI ___, Italy in Early American Cinema: Race, Landscape and the Picturesque (Bloomington: Indiana University Press, 2009) Bertellini, Giorgio and Saverio Giovacchini, "Ambiguous Sovereignties: Notes on the Suburbs in Italian 19

Cinema,” in Suburban Discipline, eds. Peter Lang and Tam Miller (New York: Princeton Architectural Press, 1997): 86-111. Biskind, Peter, “L. Wertmüller: The Politics of Private Life,” Film Quarterly, vol.28, no.2 (Winter 1974-75): 10-16. Blumenfeld, Gina, “The (Next to) Last word on Lina Wertmüller,” Cineaste (Spring 1976) Bondanella, Peter Italian Cinema from Neorealism to the Present (New York:Continuum, 1996 [1983]) Bower, Anne L. “Watching Food: The Production of Food, Film, and Values,” in Bower ed., Reel Food: Essays on Food and Film (New York: Routledge, 2004) 1-13. Brunetta, Gian Piero, “Introduction: The Epic History of Italian Cinema” and “Epilogue 2007,” in Id., The History of Italian Cinema (Princeton: Princeton University Press, 2009), 1-14 & 315-321. Brunette, Peter Roberto Rossellini (New York: Oxford University Press, 1987) Buckley, Réka C. V., “National Body: Gina Lollobrigida and the cult of the star in the 1950s,” Historical Journal of Film, Radio and Television, Volume 20, Issue 4 (2000): 527–547. Celli, Carlo The Divine Comic : the Cinema of Roberto Benigni (Lanham, Md. : Scarecrow Press, 2001) Distefano Theil, Lydia, “’Cinema Paradiso:’ Search for the Father,” Romance Language Annual 1991 (1992): 321-325. Dyer MacCann, Richard (ed.) Film: A Montage of Theories (New York: Dutton, 1966) Ferlita, Ernest and John May, The Parables of Lina Wertmuller (New York: Paulist Press, 1977) Forgacs, David and Robert Lumley eds., Italian Cultural Studies: An Introduction (New York: Oxford University Press, 1996) Frayling, Christopher Spaghetti Westerns. Cowboys and Europeans from Karl May to Sergio Leone (New York: Routledge & Kegan Paul, 1981) ___, "The Phantom Self: James M. Cain's Haunted American in the Early Neorealism of Visconti and Antonioni," Film Criticism 9:1 (Fall 1984): 47-62. Gramsci, Antonio, Selections from Cultural Writings (Edited by Davis Forgacs and Geoffrey Nowell-Smith, Cambridge: Harvard University Press, 1985) ___, "The Southern Question," in The Modern Prince and Other Writings (New York: International Publishers, 1967): 28-51. ___, The Southern Question, translated, annotated, and with an introduction by Pasquale Verdicchio (West Lafayette, Ind.: Bordighera, 1995) Gundle, Stephen. “Sophia Loren: Italian Icon,” Historical Journal of Film, Radio and Television, Volume 15, Issue 3 (August 1995): 367 – 385. Hay, James "Visconti's Leopard: Remaking a National Popular History," Forum Italicum 21 (Spring 1987): 36-48. Kuttna, Marc "Taviani Brothers/Padre Padrone," Film (December 1977) Magretta, William and Joan, “Lina Wertmuller and the Tradition of the Italian Carnivalesque Comedy,” Genre 12 (Spring 1979): 25-43. Marcus, Millicent, Italian Film in the Light of Neorealism (Princeton, N.J.: Princeton University Press, 1986) ___, Filmmaking by the Book: Italian Cinema and Literary Adaptation (Baltimore: The Johns Hopkins University Press, 1993) ___, After Fellini: National Cinema in the Postmodern Age (Baltimore: Johns Hopkins University Press, 2002), “Cinema Paradiso,” Mazzola, Claudio, “Gabriele Salvatores and the Italian Cinema of the 90s,” Canadian/American Journal of Italian Studies vol.20, no.54 (1997): 67-89. Muscio, Giuliana, “In Hoc Signo Vinces: Italian Historical Epcs,” in G. Bertellini, ed., Silent Italian Cinema: A Reader (London: John Libbey, 2010; forthcoming). Nowell-Smith, Geoffrey Luchino Visconti (London: BFI, 2003; 3rd ed.) Petraglia, Sandro and Stefano Rulli “Dedicato a chi ancora è capace di indignarsi” in La meglio gioventú (Rome: Rai/Eri, 2004), 295-298. Rosi, Francesco "The Audience Should Not Be Just Passive Spectators: An Interview with Francesco Rosi," Cineaste 7:1 (Fall 1975): 2-9. Rossellini, Roberto, My Method: Writings and Interviews, edited by Adriano Aprà, trans. Annapaola Cancogni (New York: Marsilio Publishers, 1992 [1987]) Smith, Greg A., “"It's Just a Movie": A Teaching Essay for Introductory Media Classes,” Cinema Journal vol.41, no.1 (Fall 2001): 127-134 http://muse.jhu.edu.proxy.lib.umich.edu/journals/cinema_journal/v041/41.1smith.html Viano, Maurizio, “La Grande Bouffe,” in CoI, 193-201. Visconti, Luchino "Anthropomorphic Cinema," [Cinema, 173-4, September/October 1943] in David Overbey, ed. Springtime in Italy: A Reader on Neorealism (London: Talisman Books, 1978), pp.83- 85. Vitti, Antonio, Giuseppe De Santis and Postwar Italian Cinema (Toronto: University of Toronto Press, 1996) ___, “Bitter Rice,” in CoI Wertmüller, Lina, “’You Cannot Make The Revolution on Film;’ An Interview with Lina Wertmüller,” 20

Cineaste vol.7, no.2 (1976): 6-9. Zavattini, Cesare, "Some Ideas on the Cinema," in Film: A Montage of Theories, ed. Richard Dyer MacCann (New York: E.P. Dutton, 1966), 216–228. ___, Zavattini: Sequences from a Cinematic Life trans. William Weaver (Englewood Cliffs, NJ: Prentice- Hall, 1970)

Food Policies and Sustainability from Local to Global

Annie Hauck-Lawson (Brooklyn College, New York, USA) Urban Food Systems: New York City E-mail: [email protected]

This course will provide an historic and theoretical overview of urban food systems including economic, environmental, social and cultural elements. This history and theory of urban food systems will be illuminated with illustrations from New York City.

1. Urban food systems: historical and theoretical overview of feeding the city (June 11, 1-4) a. production b. access c. distribution d. food quality e. small, mid-sized and large businesses f. consolidation g. economics h. policies i. development k. public health l. hunger m. natural cycles and skills in resourcefulness

2. New York City illustrations (June 12, 9-12) a. production b. access c. distribution d. food quality e. small, mid-sized and large businesses f. consolidation g. economics h. policies i. development k. public health l. hunger m. natural cycles and skills in resourcefulness

3. Key issues in urban food systems and feeding the city (June 13, 9-12) a. production systems b. distribution c. urban and rural relationships d. suburbanization e. transportation f. ecology g. waste to pollution/waste to wealth h. land, air and water as food sources/as exploited i. wholesale and retail markets; market challenges and alternatives j. lost generation of resourceful food skills k. social and cultural aspects, including the presence and agency of ethnic groups, associations, and grass- root movements

4. New York City illustrations (June 13, 1-4) a. production systems b. distribution 21

c. urban and rural relationships d. suburbanization e. transportation f. ecology g. waste to pollution/waste to wealth h. land, air and water as food sources/as exploited i. wholesale and retail markets; market challenges and alternatives j. lost generation of resourceful food skills k. social and cultural aspects, including the presence and agency of ethnic groups, associations, and grass-root movements l. New York City food voices

Franco Fassio (University of Gastronomic Sciences) Angelo Consoli (CETRI-TIRES/European Society for the Third Industrial Revolution, Brussels) Supermarket energy policies E-mail : [email protected]

The course aims at giving the student the opportunity to actively learn about fundamental systemic design methodology and project work by applying it to the energy production. The current model of energy production – made up primarily of oil, nuclear, solar and wind energies, hydroelectric, biofuels, and hydrogen – raises a multitude of problems and concerns in the context of a global economy founded on the unconditional use of resources. What is needed is an interrelated and holistic methodology—systemic design—joining economic, social, cultural and environmental demands to structure the relationship between human beings and nature, energy production and the environment. When the linkages between materials, energy, people and their knowledge are mapped out clearly, efficient pathways towards sustainable ways to use and re-use resources will become apparent. The systemic approach questions the present industrial model which influences consumer choices negatively and proposes a new paradigm of the productive process that focuses on man in a natural context, in which real biological needs and ethical, cultural and social values emerge. Trough a path of progressive complexity, the students will be driven to the identification of creative opportunities and solutions related to the systemic approach. A project work, where the students apply theory and methodology on a project, will be included in the course.

Further readings Fritjof Capra, The hidden connections: a science for sustainable living, Random House: New York, 2002 G.Pauli, Blue Economy, Paradigm Publications, Taos, New Mexico, USA 2010

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COMMUNICATION, MEDIA AND JOURNALISM

Communication Theory and Media Studies

Giacomo Festi (University of Gastronomic Sciences) Semiotics of Gastronomy E-mail: [email protected]

The aim of the course is to offer a series of applications of the semiotic and linguistic notions in order to examine written and visual texts (touristic, journalistic, political and informative), which present the Italian identity all over the world. The course will be divided into two parts. The first part will focus on different aspects of communicative strategies applied to spread the Italian culture in the world. Therefore, the second part will concern the identification and the evaluation of some particular aspects related to cultural differences and intercultural translations of the Italian gastronomic heritage.

Learning outcomes • Build a critical knowledge of crucial semiotic and linguistic concepts. • Acquire the know-how for text analysis. • Learning to identify and analyse the communicative strategies applied to create an effective text.

Food and Media

David Szanto (University of Gastronomic Sciences) Professional Food Writing E-mail: [email protected]

This course teaches the basic skills and elements of good writing and provides hands-on practice in a variety of formats of writing, including editorial feedback. Subjects covered include structure, tone, and technique, as well as developing a personal voice that is distinctive and professional. Food writing categories -such as restaurant reviews, cookery, blogging, and promotional copy- will also be addressed, as well as the exigencies of the publisher or client, the audience, and the writer’s own integrity.

Key subjects covered include: • balancing the exigencies of the audience, the subject, and your boss (so that everyone is satisfied and you accomplish your task) • matching the message to the medium and the design (onscreen? on paper? on a wall?) • connection-making and shorthand (bridging the gap to your audience with familiar reference points that telegraph your meaning) • voice development and self-branding (to help differentiate one writer, or one organization, from the crowd) • written rhythm (because even words on a page are “heard” in our brains)

As part of the evaluation process for this course, and to provide hands-on practice in pitching, the writer-editor relationship (including meeting deadlines), and successfully publishing a written piece, students will be required to complete the following assignments: --3 blog entries for the UNISG student blog (www.thenewgastronomes.com) --1 pitch for an article to be published in the UNISG newsletter. Students successfully pitching and delivering their article will be published in the newsletter and receive credit for the final piece.

Readings • PDFs, to be distributed

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Ian Cheney (Brooklyn, USA) Food Documentary (Exploring good food and sustainable agriculture through nonfiction film)

Day 1: Introduction to Food and Agriculture Documentaries After a brief overview of the history of nonfiction film as it relates to food and agriculture films, we will watch several films and discuss their associated outreach and education projects: KING CORN, 90min (2007) TRUCK FARM, 48 min (2010) Day 2: Food Film Festival We will watch a range of short- and long-form nonfiction films exploring the myriad roles films can play in communicating food and agriculture-related topics. In addition to current short web content, viewing will include: THE MEATRIX (2006) THE FUTURE OF FOOD (2006) GROWN IN DETROIT (2010) FOOD, INC (2009) Day 3: Food Film Workshop We will explore the four main phases of nonfiction film production, providing an introduction to producing your own short- or long-form film: 1. Pre-Production: research, fundraising, production planning and concept development 2. Production: filming, camerawork, field sound, and camera basics 3. Post-Production: editing, animation, graphics, music and delivery 4. Outreach and Distribution: sales, marketing, partnerships, and grassroots distribution

Dario Leone (University of Gastronomic Sciences) Editing Techniques E-mail: [email protected]

The course is aimed first of all to introduce the features and functioning of digital amateur and semi-professional video cameras, in order to understand their potentiality at best. The main objective of the course is reaching a major awareness in the choice of shoots, in the choice of the photographic quality and then in the control of a general aesthetics of the image. During the course there will be alternatively theoretical parts and practical exercises. Using a professional camera means learning to manage an image in relationship to the scope to attain and therefore a special place will be given to the narrative through images, touching the following themes: • plot with a minimal number of elements; • telling a scene with different shoots; • concept of “reality perception”: what you are intended to show through the device camera and how the camera “sees” in relationship to human eye; • language elements: “filmic reality” logic; • basic rules to make a better shooting; • introduction to basic editing elements in order to learn about the shooting aspects to consider in function to a good editing.

Finally, there will be a practical and collective proof, which consists in the realization of a movie related to the concept of how to tell food through audiovisual instruments. This course will finally aim to make the student approach the essential grammar of video shooting, making them capable to evaluate what is proposed in audiovisual media and to start to become themselves authors. Therefore, students will be introduced to a practical and theoretical knowledge of the procedures that permit to arrive to the realization of an audiovisual product.

Giorgio Bertellini (University of Michigan, USA) Cinema and Gastronomy - Filming Appetite: Food and Characters in World Film History E-mail: [email protected]

Class #1: Introduction General introduction to the relationship between food and cinema. We shall look at this relationship from a number of perspectives: dramaturgic, thematic, characteriological, and stylistic. The assumption of the course is that food and general consumption insist on a shared idea about characters’ bodily identity and motivations. While the ideological

24 meaning of these relationship varies from contexts, nation, and directors, in order to discuss key texts, we shall also acquire some basic linguistic competence in terms of film analysis. We shall focus on such vectors of film analysis as framing (Long shot, medium shot, close-up, tracking shot, panning, crane shot), composition, mise-en-scène, lighting, editing (cross-cutting, jump cut), and music accompaniment. We will also approach these cinematic strategies from an historical point of view. Read: Glossary from Bordwell-Thompson, Film Art: An Introduction (McGraw-Hill, 2009; 7th ed.)

Class #2: Case Studies In the second segment of the course, we shall focus on individual case studies. Here a few of the most notable ones, which we may integrate with others. (see filmography) France • Delicatessen (1991) dir. Marc Caro and Jean-Pierre Jeunet Read: Kyri Watson Claflin “Jean-Pierre Jeunet and Marc Caro’s Delicatessen: an ambiguous memory, an ambivalent meal,” Japan • Tampopo (1985) dir. Jûzô Itami Read: Michael Ashkenazi, “Food, play, business, and the image of Japan in Itami Juzo’s Tampopo” Italy-America • Big Night (1996) dir. Stanley Tucci and Campbell Scott Read: Margaret Coyle, “Il Timpano--"to eat good food is to be close to God": the Italian-American reconciliation of Stanley Tucci and Campbell Scott’s Big Night.” Hollywood The Strange Case of Food and Murder • Hitchcock’s Rear Window (1954) Read: David Greven, “Engorged with desire: the films of Alfred Hitchcock and the gendered politics of eating ,” • Tarantino’s Pulp Fiction (1994) Read: Rebecca L. Epstein, “Appetite for destruction: ganster food and genre convention to Quentin Tarantino’s Pulp fiction,”

Readings from Anne L. Bower ed., Reel Food: Essays on Food and Film (New York: Routledge, 2004)

Bibliography Bordwell, David e Kristin Thompson, Film Art: An Introduction (McGraw-Hill, 2009; 7th ed.) Bower, Anne L., Reel Food: Essays on Food and Film (Routledge, 2004) Bragaglia, Cristina, Sequenze di gola: cinema e cibo (Cadmo, 2002) Keller, James, Food, Film and Culture: A Genre Study (McFarland & Company, 2006) Natale, Alberto, Food Movies. L'immaginario del cibo e il cinema (Gedit, 2009) Visalli, Miriam, Attori del gusto. Percorsi tra cinema e cibo (Cartman, 2010) Zimmerman, Steve. Food in the Movies (McFarland, 2009)

Filmography • Repas de bébé (Lumière 1895) • The Watermelon Contest; aka, Watermelon Eating Contest (Edison, 1896) • New Watermelon Eating Context (Lubin, 1903) • Eating Macaroni in the Streets of Naples (Edison, 1903) • La corazzata Potemkin (1926) dir. Sergei Eisenstein • La tavola dei poveri (1932) dir. Alessandro Blasetti • Ladri di biciclette (1948) dir. Vittorio De Sica • Un Americano a Roma (1954) dir. Steno • Accattone (1961) dir. P. P. Pasolini • La ricotta (1962) dir. P. P. Pasolini • La Grande Bouffe (1973) dir. Ferreri • Lo chiamavano Trinità (1970) dir. Enzo Barboni starring Terence Hill • Tampopo (1985) dir. Jûzô Itami • Babette’s Feast (1987) dir. Gabriel Axel 25

• Underground (1996) dir Emir Kusturica • Big Night (1996) dir. Stanley Tucci • Mostly Martha (2001) dir. Sandra Nettelbeck • Super Size Me (2004) dir. Morgan Spurlock • I am Love (2009) dir. Luca Guadagnino

Alberto Cocchi Travel and Food Photography Survival Guide E-mail: [email protected]

Photography is nowadays a vital language to be learned. It is a complex way of communicating information which in order to be mastered needs to be “taken apart” to its basic elements and re-assembled into a more aware and meaningful construction of the image. This course will explore photography from the very mechanical basics to be able to understand the photographic language and interact as informed customers with photographers or, when far away from everything, know how to take a publishable picture. The course will be articulated over 4 days where the following categories of information will be covered (roughly in this order): 1.Deconstructing the camera 2.Understanding light 3.Exposure 4.Depth of field and focal length 5.Pixels and film 6.Digital Image processing and file format (some Photoshop) 7.Colour management and flow 8.Aspects of food Photography 9.What makes a good “travel” picture

The final class will take place in the teacher's Food Photography Studio where the students will actively participate in a hands-on demonstration of a real food shooting.

Stuart Franklin Techniques of Food Photography

General topic, objectives and policy: • Elements of photographic techniques • Elements of history and evolution of the photography relating with the communication (especially photography related with the food world) • Application of food photography within the communication world. • Theories of political ecology - human food chain (among other processes) - the labour/distribution and consumption processes

Suggested readings Blaikie, P., M. (1999). "A Review of Political Ecology." Zeitschrift fu r Wirtschaftsgeographie 43(3-4): 131-147. Blaikie, P. and H. Brookfield (1987). Land degradation and society. London, New York, Methuen. Bryant, R. (1998). "Power, knowledge and political ecology in the third world: a review." Progress in Physical Geography 22(1): 79-94. Bryant, R. (1999). "A Political Ecology for Developing Countries?" Zeitschrift fu r Wirtschaftsgeographie 43(3-4): 147-157. Bryant, R. (2001). Political Ecology: A Critical Agenda for Change? Social Nature. N. Castree and B. Braun. Oxford, Blackwell: 151-169. Bryant, R. and M. Goodman (2004). "Consuming narratives: the political ecology of 'alternative' consumption." Trans Inst Br Geog(29): 344-366. Castree, N. and B. Braun, Eds. (2001). Social Nature: Theory, Practice, and Politics. Oxford, Blackwell. Ensenberger, H. M. (1974). "A critique of political ecology." New Left Review 8: 3-32. Forsyth, T. (2002). Critical Political Ecology: the politics of environmental science. London, Routledge. Franklin, S. (2002). "Bialowieza Forest, Poland: representation, myth and the politics of dispossession." Environment and Planning A 34: 1459-1485. Greenberg, J. and T. Park (1994). "Political Ecology." The Journal of Political Ecology 1: 1-12.

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Kloppenburg, J. R. (1988). First the seed: the political economy of plant biotechnology 1492-2000. Cambridge, Cambridge University Press. Lawrence, F. (2004). Not on the Label: What Really Goes into the Food on Your Plate. London, Panguin Books. Lawrence, F. (2011). Spain's salad growers are modern-day slaves, say charities. The Guardian. London, Guardian Newspapers. Neumann, R. P. (2005). Making Political Ecology. London, Hodder Education. Robbins, P. (2004). Political Ecology. Oxford, Blackwell. Sen, A. (1990). Food Entitlements and Economic Chains. Hunger in History: Food Shortage, Poverty and Deprivation. L. Newman. Oxford, Blackwell: 374-386. Shiva, V. (1991). The Violence of the Green Revolution: Third World Agriculture, Ecology and Politics. London, Zed Books. Smith, N. (1992). Geography, difference and the politics of scale. Postmodernism and the social sciences. J. G. Doherty, E. and Malek, M. London, Macmillan: 57-79. Watts, M. (2000). Political Ecology. The Companion of Economic Geography. E. Sheppard and T. Barnes. Oxford, Blackwell: 257-74. Zimmerer, K. and T. J. Bassett (2003). Political Ecology. London, The Guilford Press.

Food Journalism

Corby Kummer (Boston, USA) Enogastronomical Communication and Journalism: A Workshop of Writing

An introduction to writing about food and the people who make it, with readings and discussion and an emphasis on practice. Students will be asked to write a brief (two to three page) report of a farmer or food producer they met as part of course work at UNISG, and how his or her personality and culture are reflected in the food he or she grows or makes. The essay should be lively and also reveal some of the student’s personality along with the producer’s, and give a clear idea of both the taste of the food the producer makes and how it differs from other products of its kind.

Reference texts During the week of classes, different approaches to writing about food will be discussed, and each student will have at least one conference with the instructor on revising the essay. Writing the essay before the classes begin, rewriting it during the week, and reading assigned essays are requirements.

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HISTORY AND CULTURES

Food Cultures

Fabio Parasecoli (New University, New York, USA) Food in Popular Culture

This course examines the portrayal of food, food intake, dieting, body image and health as communicated through various forms of contemporary popular culture, including advertising, print media, television, the Internet, film, and restaurant design. Students will also explore methods in communication studies (such as semiotics and critical theory) commonly employed to analyze the complex interactions between food and all kinds of expressions of popular culture.

Lecture 1 Dieting in Pop Culture, Craig Thompson and Elizabeth Hirschman, Understanding the Socialized Body Journal of Consumer Research, vol. 22 (1995) pp. 139-153 Joyce Hendley, Weight Watchers at 40, Gastronomica vol. 3 no. 2 (2003), pp. 16-21 Carlyn Crowley, Gender on a Plate: The Calibration of Identity in American Macrobiotics, Gastronomica vol 2 no. 3 (2002), pp. 37-48

Lecture 2 Food Porn, Cockburn, Alexander, Gastro-porn, New York Review of Books. vol. 24 no 20. (1977) pp. 15-19 O’Neill, Molly, Food Porn, Columbia Journalism Review. Vol. 42 No. 3 (2003) pp. 38-45 Andrew Chan, La Grande Bouffe: Cooking Shows as Pornography, Gastronomica, vol. 3 no. 4 (2003) pp. 47-83

Lecture 3 Celebrity Chefs and TV, Pauline Adema, Vicarious Consumption: Food, Television, and the Ambiguity of Modernity Journal of American & Comparative Cultures vol. 23 no. 3 (2000) pp.113-23 Krishnendu Ray, Domesticating cuisine, Gastronomica vol. 7 no. 1 (2007) pp.50-63 Signe Hansen, Society of the Appetite: Celebrity Chefs Deliver Consumers - Food, Culture & Society, vol. 11 no. 1 (2008) pp. 49-68

Lecture 4 Writing Papers for Academic Journals

Nicola Perullo (University of Gastronomic Sciences) Food Philosophy and Aesthetics of Taste - Tasting, evaluating and making food E-mail: [email protected]

1.Questions of taste: Between science, philosophy, and the aesthetics Readings 1) M. Korthals, The Birth of Philosophy and Contempt for Food, in Gastronomica, vol. 8, 3, 2008, pp. 62-69. 2) S. Shapin, Philosopher and the Chicken, in Science Incarnate, edited by C. Lawrence and S. Shapin, University of Chicago Press, 1998. (PDF) 3) M. Auvrey, C. Spence, The Multisensory Perception of Flavor, in Consciousness and Cognition 17 (2008) (PDF) 4) N. Perullo, Taste as Embodied Skill (unpublished) (PDF)

2.Criticising, evaluating and promoting: The case of wine Readings 1) J. Iggers, Who Needs a Critic? The Standard of Taste and the Power of Branding, in Food and Philosophy, cit. 2)G. Origgi, Wine Epistemology: The Role of Reputational and Ranking System in the World of Wine, in Questions of Taste. The Philosophy of Wine, ed. by Barry C. Smith, Signal Books, 2007. 3)S. Shapin, The Taste of Wine: Notes Towards a Cultural History (unpublished) 4) C. Todd, Expression and Objectivity in the Case of Wine: Defending the Aesthetic terroir of Tastes and Smells 5) N. Perullo, Wineworld: an Introduction 6) A. Borghini, On Being the Same Wine

3.Making food: can cuisine be art? Readings 1) C. Korsmeyer, Taste, food and the limit of pleasure, in Aesthetic Experience, edited by R. Shusterman and A. Tomlin, Routledge, NY, 2008. 2) D. Monroe, Can food be art? The Problem of Consumption, in Food and Philosophy, cit. 28

3) K. Sweeney, Can a Soup be Beautiful? The Rise of Gastronomy and the Aesthetics of Food, in Food and Philosophy, cit. 4) G. Kuehn, How can Food be Art? (PDF) 5) N. Myhrvold, The Art in Gastronomy. A Modernist Perspective, in Gastronomica, vol. 11, 2011

4.Seminar and open discussion: Towards a food ethics and aesthetics (some cases from wine world and cuisine) Readings 1) Nouvelle Cuisine Manifesto 2) Ferran Adrià Synthesis El Bulli Cuisine 3) Nordic Cuisine Manifesto 4) http://www.nytimes.com/2011/10/18/opinion/bruni-dinner-and- derangement.html?_r=1&emc=eta1&pagewanted=print

Allen Grieco (The Harvard University Centre for Italian Renaissance Studies, Florence, Italy) Medieval Food History E-mail: [email protected]

General Topic, Objectives, and Policy of the Course The course is meant to be a brief introduction to the history of medieval food. A variety of points of view will be broached including: diets, medical theories of the period, mechanisms of social distinction and, finally, the ways in which different foods were classified. Food, as Claude Levi Strauss once famously commented, has to be good to think even before it is good to eat which is why it is essential to link up consumption patterns of the period with how medieval consumers imagined the all important act of eating. After an introduction on “visualizing” medieval tables attention will be placed on the classic triad: bread, wine and companage. Special attention will be paid to the symbolical aspects of certain foodstuffs (bread and wine, above all) and their role in the medieval diet. The alternation of fat and lean diets will be considered as well as the influence of seasons, the different days of the week and the foods linked to them. This examination of the triad is also meant to show, not only the composition of medieval consumption patterns but also to illustrate how different social classes can be defined by their different outlay in terms of their food budget. Finally the course will pay attention to the classification system that gave a meaning to the whole food chain, the so-called Great Chain of Being. This classification system, inherited in part from classical antiquity but modified in the Middle Ages, allows us to understand not only the general classification system for all animal and vegetable products but also permits us to understand how social distinctions could be based on the system and made food/meals into veritable moments of communication where the eater broadcast his status in a clear and unambiguous way.

Peter Scholliers (Free University, Brussels, Belgium) Social history of food: Networking, Hierarchies and Identities E-mail: [email protected]

The philosophy of the four lectures addresses the relationship between food and the idea of Europe in the 19th and 20th centuries. This broad theme will be tackled through three interlinked lectures and one concluding workshop. Lecture One will start in the early 19th century, focusing on fancy restaurant culture and, particularly, the diffusion of this gourmet cuisine within Europe. A case study (about a "culinary" street in the city of Brussels) will illustrate the many bonds between restaurants in Europe, looking at the coming-and-going of restaurant personnel. Lecture Two will question the concept of identity and, especially, the role of food in the construction of identity. A case study will develop this questioning, using fancy cuisine in Belgium around 1900. Lecture Three will take this questioning further by looking at national identities and "European" identities related to food in the post-1945 period and up to now. A comparison between Germany and Italy will be made to consider similarities and differences between both countries. The three lectures form one whole, in that the notion of Europe, the role of food, and the construction of identity are dealt with. The final lecture will take the form of a workshop in which students are expected to participate enthusiastically. A series of questions that will be dealt with include the following:

- What is the social and cultural use of food? - Is food central to identity formation? What about language or religion when it comes to identity construction? - Do people think in terms of “us” and “them” when it comes to food? - Is food (culture) an indicator of differences between people / regions / nations / men and women / age groups / ethnic groups? - What is the role of food in processes of imitation and distinction? - Convergence and divergence: towards one culinary Europe? When, and why? - Are people in general inclined toward innovation or toward tradition?

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Students wishing to learn about the historiography of food, may read P. Scholliers, "Twenty-five years of studying un phénomène social total. Food history writing on Europe in the nineteenth and twentieth centuries", in Food, Culture and Society, 2007, 10: 3, pp. 449-471, or / and J. Super, "Food and History", in Journal of Social History, 36: 1, 2002, pp. 165-178.

General surveys about the history of food (from Classical Antiquity to today) include: K. Albala (general ed.), Food Culture around the World, Westport, 20 vols., 2003-2009 (http://www.greenwood.com/). J.-L. Flandrin & M.Montanari (eds), Food, a Culinary History, New York, 1999. P. Freedman (ed.), Food. The History of Taste [California Studies on Food and Culture, # 21], Berkeley (University of California Press) & London (Thames and Hudson), 2007; F. Parasecoli & P. Scholliers (general eds.), A Cultural History of Food, Oxford & New York, 6 vols., 2011 (http://www.bergpublishers.com/?tabid=15006).

For on-line bibliographic references related to food history, see: http://www.arts.adelaide.edu.au/centrefooddrink/publications/bibliography/ (started by L. Martin, continued by R. Haden, Australia) http://www.vub.ac.be/SGES/foodlinks.html > (compiled by post-graduate students of the University of Brussels, Belgium) http://www.foodbibliography.eu > (compiled by A. Grieco, IEHCA, Tours & Florence, France and Italy)

LECTURE 1: Labour Market of Cooks (19th Century) Further reading Culinary biographies: a dictionary of the world's great historic chefs, cookbook authors and collectors, farmers, gourmets, home economists, nutritionists, restaurateurs, philosophers, physicians, scientists, writers and others who influenced the way of we eat today, Houston, 2006. D. CRAUWELS et al., “Philippe Cauderlier (1812-1887), Belgian chef and culinary author: a short biography, his (cook)books and their authorship”, Food & History, 2005, 3:1, pp. 197-224. A. DROUARD, Histoire des cuisiniers en France, Paris, 20072. G. FINE, Kitchens, the culture of restaurant work, Berkeley, 1996. H.-D. GANTER, “Changes in work organisation in French top-quality restaurants”, Business History, 2004, 46:3, pp.439 ΓÇô 460. B. HARBER, From Hardtack to Home Fries: An Uncommon History of American Cooks and Meals, New York, 2003. G. MARS & M. NICOD, The world of waiters, London, 1984. J.P. POULAIN & E. NEIRINCK, Histoire de la cuisine et des cuisiniers, Paris, 1988. P. SCHOLLIERS, “Anonymous cooks and waiters. Labour market and professional status of restaurant, café and hotel personnel in Brussels, 1840s - 1900s”, Food & History, 2004, 2:1, pp. 137-165. P. SCHOLLIERS, “The Diffusion of the Restaurant Culture in Europe in the 19th Century: the Brussels Connection”, Food & History,2009, 7: 2, 45-68. M. SYMONS, A history of cooks and cooking, Chicago, 2000. U. THOMS, “From cooking to consultation: the professionalization of dietary assistants in Germany, 1890-1980”. In: Oddy D & Petranova L. (eds), The Diffusion of food culture in Europe from the late eighteenth century to the present day, Prague, 2005, pp. 107-118. A. TRUBEK, Haute Cuisine. How the French invented the Culinary Profession, Philadelphia, 2000.

LECTURE 2: Food and Identity: the Construction of a National Identity Further reading M. BRUEGEL & B. LAURIOUX (eds), Histoire et identités alimentaires en Europe, Paris, 2002. A. CAMPANINI, P. SCHOLLIERS & J.-P. WILLIOT (eds), L’Europe alimentaire, Frankfurt & Brussels, 2011. P. CAPLAN (ed.), Food, Health and Identity, London, 1997. C. COUNIHAN, “Female identity, food, and power in contemporary Florence”, Anthropological Quarterly, 1988, 61:2, pp. 51-62. C. FISCHLER, “Food, self and identity”, Social Science Information, 1988: 27, pp. 275-292. R. RICH, Bourgeois consumption: food, space and identity in London and Paris, 1850-1914, Essex, 2005. P. SCHOLLIERS, ed., Food, drink and identity. Cooking, eating and drinking in Europe since the Middle Ages, Oxford, 2001 P. SCHOLLIERS & A. GEYZEN, “Upgrading the local. Belgian cuisine in global waves”, Gastronomica, 2010:2, 49-54. P. SCHOLLIERS, Food Culture in Belgium, Westport (CN), 2009. P. VAN DEN EECKHOUT & P. SCHOLLIERS, “The language of a menu (Le Grand H├┤tel, Brussels 1926)”, Food & History, 2003, 1:1, pp. 240-247. T.M. WILSON (ed.), Food, drink and identity in Europe, Amsterdam & New York, 2006. 30

LECTURE 3. McDonaldization and Terroir-ization in Europe since 1945 Further reading P. ATKINS & I. BOWLER, Food in Society: Economy, Culture, Geography, London, 2001. L. BEYERS, “Creating home: food, ethnicity and gender among Italians in Belgium since 1946”, in Food, Culture & Society, 2008, pp.7-27. A. CAPATTI & M. MONTANARI, Italian cuisine; a cultural history, New York, 2003. C. COUNIHAN, Around the Tuscany table: food, family, and gender in Twentieth-century Florence, London, 2004. J. DICKIE, Delizia! The epic history of the Italians and their food, New York, 2008. D. GOLDSTEIN, K. MERKLE (eds), Culinary cultures of Europe: identity, diversity and dialogue, Strasbourg, 2005. C. HELSTOSKY, Garlic and oil. Food and politics in Italy, Oxford, 2004. C. HELSTOSKY, “Recipe for the nation: reading Italian history through La scienza in cucina and La cucina futurista”, Food & Foodways, 2003, 11: 2-3, pp. 113-140. G. HIRSCHFELDER & G. SCHIENBERGER, “Germany: sauerkraut, beer and so much more”. In: Goldstein D. & Merkle K. (eds). Culinary cultures of Europe: identity, diversity and dialogue. Strasbourg, 2005, pp. 183-194. M. MOHRING, “Transnational food migration and the internationalization of food consumption. Ethnic cuisine in West Germany”, in A. NUTZENADEL, F. TRENTMANN (eds). Food and globalization. Consumption, markets and Politics in the modern world, Oxford ΓÇô New York (Berg), 2008, pp.129-150. M. MOHRING, “Staging and Consuming the Italian Lifestyle. The Gelateria and the Pizzeria-Ristorante in Post-War Germany”, Food & History, 2009, 7 :2, 181-202. F. REGNIER, “Spicing up the imagination: culinary exoticism in France and Germany, 1930 – 1990”, in Food and Foodways, 2003, 11:4, pp. 189-214. J. STEINERT, “Food and the food crisis in post-war Germany, 1945-1948: British policy and the role of British NGO's”, in: TRENTMANN F. & F. JUST (eds), Food and conflict in Europe in the Age of the Two World Wars, Basingstoke & New York, 2006, pp. 266-289. H.-J. TEUTEBERG, “The diet as an object of historical analysis in Germany”. In: Teuteberg H. (ed), European food history: a research review, Leicester, 1992, pp. 109-129 M. WILDT, “Promise of more. The rhetoric of (food) consumption in a society searching for itself: West-Germany in the 1950s”, in P. Scholliers (ed), Food, drink and identity, Oxford, 2001, pp.63-80.

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SOCIOLOGY AND ANTHROPOLOGY

Food Anthropology

Carole Counihan (Millersville University, USA) Theory and Method in the Anthropology of Food: Changing Global Places

This course will explore anthropological theories about and methods to study foodways -the beliefs and behaviors surrounding food production, distribution, preparation, and consumption. We will examine significant anthropological approaches through case material from Italy, France, China, Thailand, and the United States. Our specific focus will be on the significance and meaning of food places, spaces, and activities across cultures.

Course objectives: 1. Students will learn theories and methods used by anthropologists to study foodways. 2. Students will learn about anthropological fieldwork and writing by conducting an ethnographic study of foodways. 3. Students will learn about the cuisines of Tuscany and other regions, their roots in specific environments, their role in social relations and ideology, and their evolution. 4. Students will learn how food is a form of communication and identity across cultures.

Requirements 1. Students will do the assigned readings and be prepared to discuss them in class. Class attendance is required. Students who have more than two unexcused absences will fail the course.

2. Students will conduct an ethnographic research project on “Food, Culture, and Place,” give an oral/visual presentation (e.g. PowerPoint), and write a 5-10 page paper, double-spaced, in 12 pt font with at least 1” margins and page numbers. Papers should have an overriding point, include detailed ethnographic data, include images, and refer to and integrate at least four of the assigned readings. Students are encouraged to work in groups of two or three on this project.

Food, Culture, and Place Project This project will involve addressing the question about food, place, space and culture. It must have an overriding research question or focus. You can define your own research question or you could address the following: does the food place and space constitute a cultural setting that contributes to or detracts from the promotion of good, clean and fair food? You might consider taste, pleasure, sustainability, biological/cultural diversity, healthfulness, and relationships between producers and consumers.

- Pick a food place where you will carry out a participant-observation study. It should be a place where you can comfortably sit, observe, take photos, and conduct one or two interviews. It should be a space or place where people produce, store, transform, prepare, and/or consume food. Some examples are: kitchens, gardens, food-stands, restaurants, cafes, wine bars, markets, food stores, factories, farms, etc. Plan to gather data by conducting at least two observations of at least one hour each at different times of the day or week in the place. You should also conduct one or two interviews and take notes or tape-record them. Some topics to cover are:

- Detailed description of appearance, colour, noise, smell, temperature, etc. - Location and relation to surroundings and transportation routes (photos, maps) - Layout and flow of interior space (photos, sketches, diagrams, or maps) - What material and social functions take place there? - Detailed description of people and their roles--who does what? - Relationships between space, place, location, function, and inclusion/exclusion? - How do spatial design and location affect people’s relationships to food and each other?

Required Book Counihan, Carole and Penny Van Esterik, eds. 2008. Food and Culture: a Reader, second edition. New York: Routledge.

Recommended Book Counihan, Carole. 2004. Around the Tuscan Table: Food, Family and Gender in Twentieth Century Florence. New York: Routledge. (ATTT on syllabus)

From Food and Culture the following are assigned; students are encouraged to read others: 2. Roland Barthes, Toward a Psychosociology of Contemporary Food Consumption 15. Anne Allison, Japanese Mothers and Obentos: The Lunch-Box as Ideological State Apparatus 16. Marjorie DeVault, Conflict and Deference 32

20. Lisa Heldke, Let’s Cook Thai: Recipes for Colonialism 22. Carole Counihan, Mexicanas’ Food Voice and Differential Consciousness in the San Luis Valley of Colorado 23. Gary Paul Nabhan, Rooting out the Causes of Disease: Why Diabetes is So Common among Desert Dwellers 26. Dylan Clark, The Raw & the Rotten: Punk Cuisine 27. Melissa Salazar, Gail Feenstra, and Jeri Ohmart, Salad Days: Using Visual Methods to Study Children’s Food Culture 28. Eric Schlosser, The Chain Never Stops 29. Deborah Barndt, Whose ‘Choice’? ‘Flexible’ Women Workers in the Tomato Food Chain 32. Yungxiang Yan, Of Hamburger and Social Space, Consuming McDonald’s in Beijing 33. Gisèle Yasmeen, Plastic Bag Housewives and Postmodern Restaurants: Public and Private in Bangkok’s Foodscape

Students will also read the following articles Black, Rachel Eden. 2005. “The Porta Palazzo Farmers” Market: Local food, regulations, and changing traditions.” Anthropology of Food, 4. http://ajax.cens.cnrs.fr/revue/aofood/2005/v/n4/011354ar.html Marte, Lidia. 2007. Foodmaps: Tracing Boundaries of Home Through Food Relations. Food and Foodways 15, 1-2: 261-289. Syllabus

Class Topics Assignments 1-Theory and method in the anthropology of food - What do anthropologists study, how, and why? - Changes in Italian cuisine, gender and culture - Read ATTT chaps 1 and 2 - Read Barthes in F&C - Read Black 2-Anthropology, gender, food, and body - Ethnographic fieldwork: food-centred life histories, participant-observation, photography, food mapping - Read Salazar et al. in F&C - Read Marte - Read Counihan in F&C 3-Your ethnographic projects: food, place and space - What do restaurants convey about place and space - Globalization of food: McDonalds in China, Foodscapes in Bangkok - Read Clark in F&C - Read Yan in F&C - Read Yasmeen in F&C 4-Contemporary food production - Globalization and transformation of foodways - Health, food, and culture - Read Nabhan in F&C - Read Schlosser in F&C - Read Barndt in F&C 5-Discussion of fieldwork projects - Culinary colonialism - Food and gender in Japan and the US - Read Heldke in F&C - Read DeVault in F&C - Read Allison in F&C 6-Diverse perspectives on the anthropology of food -Oral presentations of fieldwork projects -Complete written & oral report on fieldwork project

Additional Bibliography on Food Anthropology Anderson, E. N. 1988. The Food of China. New Haven: Yale University Press. Bestor, Theodore C. 2004. Tsukiji: The Fish Market at the Center of the World. Berkeley: University of California Press. Black, Rachel E. 2012. Porta Palazzo: The Anthropology of an Italian Market. Philadelphia: University of Pennsylvania Press. Counihan, Carole. 1999. The Anthropology of Food and Body: Gender, Meaning and Power. NY: Routledge. Counihan, Carole, ed. 2002. Food in the USA: A Reader. NY: Routledge. Fink, Deborah. Cutting into the Meatpacking Line: Workers and Change in the Rural Midwest. Chapel Hill: University of North Carolina Press, 1998. Flynn, Karen Coen. 2005. Food, Culture and Survival in an African City. New York: Palgrave. 33

Mintz, Sidney W. 1996. Tasting Food, Tasting Freedom: Excursions into Eating, Culture, and the Past. Boston: Beacon Press. Ohnuki-Tierny, Emiko. 1993. Rice as Self: Japanese Identities through Time. Princeton, NJ: Princeton University Press. Sutton, David E. 2001. Remembrance of Repasts: An Anthropology of Food and Memory. Oxford: Berg. Watson, James L., ed. 1997. Golden Arches East: McDonalds in East Asia. Stanford: Stanford University Press. Wilk, Richard. 2006. Home Cooking in the Global Village: Caribbean Food from Buccaneers to Ecotourists. Oxford: Berg. Williams-Forson, Psyche and Carole Counihan, eds. 2012. Taking Food Public: Redefining Foodways in a Changing World. New York: Routledge.

Consumer Culture

Mara Miele (Cardiff University) Consumption, Food and Culture

The syllabus for the course will be communicated as soon as finalized.

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FOOD POLICY AND SUSTAINABILITY

Food Policy and Sustainability

Colin Sage (University College, Cork, Ireland) Food, Environment and Sustainability

Classes: 1.The development of the modern food system. Thinking sustainably. • Reading: Chapters 1 & 2 of Environment and Food. 2.Global challenges for food production: climate change, freshwater & oil. • Reading: Chapters 3 & 4 of Environment and Food. 3.Meat consumption & livestock production. • Reading: Chapter 4 of Environment and Food. 4.Food transformations, transportation and waste. • Reading: Chapter 5 of Environment and Food. 5.Moving beyond food security: toward food sovereignty? • Reading: Chapter 6 of Environment and Food. 6.Creating a sustainable food system. • Reading: Chapters 7 & 8 of Environment and Food. 7.Group presentations: Scenarios of sustainable food futures. 8.Exam. Concluding remarks & reflections

Assessment: • Our class on Monday 16th April will comprise small group presentations (using PowerPoint), designed and prepared by yourselves that will outline the challenges and possible solutions to building sustainable food systems for a designated area. Up to 50 marks will be awarded for each member of the group for these presentations. • The first hour of our class on Tuesday 17th April will involve a written examination essay worth 50 marks. Preparation for this exam should involve reading as much of the set text, Environment and Food, as possible.

Course Text: Colin Sage 2012 Environment and Food. Routledge, Abingdon, UK & New York. Other useful background reading: Michael Carolan 2011 The Real Cost of Cheap Food. Earthscan, London. Raj Patel 2007 Stuffed and Starved: From farm to fork, the hidden battle for the world food system. Portobello Books, London. Tim Lang, David Barling, Martin Caraher 2009 Food Policy:Integrating health, environment & society. Oxford University Press. United Nations Environment Programme 2009 Kick the habit: A UN guide to climate neutrality. http://www.unep.org/publications/ebooks/kick-the-habit/Pdfs.aspx American Planning Association 2007 Policy Guide on Community and Regional Food Planning. Available at www.planning.org/policyguides

Eric Holt-Giménez (Institute for Food and Development Policy, Oakland, USA) Food Justice - From Food Crisis to Food Sovereignty: Taking back the food system

This course will explore the current food crisis, its proximate and root causes, and the official and grassroots solutions proposed for ending hunger. We will look into the political economy of food, the agro ecology of food systems, and the response of social movements to the current food regime. The course will be run as a graduate discussion seminar with short, complimentary lectures. Students will all read the entire book “Food Rebellions: Crisis and the Hunger for Justice” for this course. Please come prepared to lead a discussion by providing a synthesis of the chapter you have been assigned, as well as 2-3 key discussion questions for the group. I have divided you into teams (with the exception of one person) for the chapter presentations. You can change these if you choose, but everyone must present and we need to cover chapters 2-9. I will be introducing other material (PowerPoint, short readings, film, etc) during the course. A short essay (1-4 pgs) relating the issues presented in this course to your own disciple will also be required.

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Fino Michele (University of Gastronomic Sciences) Food Law E-mail: [email protected]

In the contemporary world, the International Institutions play the most relevant role in adopting the decisions, defining the rules and the policies for the development of agriculture, food sustainability and safety, right to food. For this reason, the correct comprehension of what role play FAO, UE, WTO in the world is largely most important that to pay attention to the national regulations of Italy or Japan or USA, for instance. Indeed, what the State decide is not meaningless, but displays an effect only within the frame designed by international treaties. This introduction to the legal aspect of food will focus on • EU institutions • EU regulations about competition, food production and food safety. • FAO: role and goals. • WTO and food worldwide market • Legal theory elements about the right to food.

Paola Migliorini (University of Gastronomic Sciences) Sustainable and Organic Farming E-mail: [email protected]

The essence of this course is at first the application of ecological concepts and principles to the design and management of sustainable food production systems and in particular in the agricultural phase considering sustainable and organic agriculture as a model. The specific objectives of the course are: • Understand ecological, economic, social and other aspects of sustainable agriculture and food systems. • Understand purpose and positive and negative consequences of agriculture • Understand concepts of sustainability and agricultural sustainability, the history of the concepts, how sustainability can be defined, measured, promoted and marketed. • Understand the ecological principles underlying sustainable agriculture and how those principles can be translated into practices and decision making. • Understand how social, political and economic issues of agricultural and food system sustainability interact with one another and with agronomic and ecological issues in diverse situations. • What is organic agriculture? • Is organic agriculture sustainable?

Contents • The role of agriculture in society • Definition of food security and sustainability • Agriculture as a ecological, economic and social sustainable activity. • Food quality: haw to define it? • Transgenetic in crop production • Agricultural Production systems • Organic crop production • Agroecology • Evaluation of sustainability in agriculture. • Sustainability indicators

Policy Class time will be a mix of presentation and discussion. Readings are intended to provide examples of topics and issues that will discussed in class and to familiarize students with the breadth of material on the subject. Specific reading assignments will be made closer to the time of the classes and readings should be completed before coming to the corresponding class sessions.

Suggested readings Gliesmann SR. 1998. Agroecology: Ecological Processes in Sustainable Agriculture ISBN: 1575040433 Altieri M. 1995. Agroecology: The science of sustainable agriculture. Westview Press, Boulder, CO. Paul Kristiansen, Acram Taji, John Reganold 2006. Organic agriculture a global prospective. Cornell University Press W. Lockeretz 2008 Organic Farming: An International History. CABI Howard, Sir Albert. 1947. The Soil and Health. New York: Schocken Books. Articles: Scientific article and book chapters in pdf will be provided for further readings 36

Andrea Pieroni (University of Gastronomic Sciences) Ethnobiology and Human Ecology E-mail: [email protected]

The course will focus on inextricable links between humans and the natural world. Ethnobiology includes – among others - ethnobotany (the study of human-plant relationships), ethnomycology, ethnozoology, ethnoecology (including ethnoclimatology and ethnopedology), and ethnoastronomy. Traditional/local knowledge of natural resources encompasses recognizing, naming, categorizing, using, and managing living and non-living entities. The module will cover a brief history of the discipline; an overview of the methods, tools, and ethical frameworks which are used during the field ethnobotanical studies; and current trends in the ethnobiological research (with a specific focus on the ethnobotany of South-eastern Europe and migrants’/newcomers’ ethnobiology). The inspirations and insights gained from this short module will have to be implemented in the (video)-reports on the study trips conducted in Europe.

Readings Anderson EN et al. (Eds.) “Ethnobiology”, Wiley-Blackwell, 2011 Bates DG and Tucker J (Eds.) “Human Ecology. Contemporary Research and Practice”, Springer, 2010.

Study Trip Reports (Outside Italy)

Andrea Pieroni (University of Gastronomic Sciences)

Within two months after the study trips (outside Italy), students will have to present a group report. This report should be the result of ideally 3 or 4 students. The report has to show a critical reflection on what experienced during the study trip and may be an audio-visual product, or a performance of any kind, which will presented and discussed in front of an ad-hoc examination committee and the entire class as well. Each product will have to last max. 20 min. and it will be discussed with the examination committee for max. 30 minutes. Each student has to present during the whole Master program at least one study trip report. The marks of each report will be assigned to all 3 or 4 students, who are the authors of the reports. The two “study trip report days” will be scheduled approx. 45 days after each study trip, which will take place outside Italy.

Food Economy

Kees De Roest (Centro Ricerche Produzioni Animali, Reggio Emilia, Italy) Role of PDO and PGI Products in the Food Economy

Food products can be distinguished in industrial and artisanal products. Food labelling can be effective in reducing information asymmetry in the food chain. PDO and PGI labels recognised by the EU offer the opportunity to diversify agricultural production, to promote regional specific food products and to protect authentically produced products against misuse and imitation. Over 900 products have been recognised by the EU carrying the PDO or PGI label. In order to assure a product quality determined by the local natural and human factors producers have to comply with officially recognised product specifications. Compliance with the product specification is controlled by independent third body certification companies. Market success of PDO and PGI supply chains is explained by highly specific and typical quality characteristics, a strong quality perception by the consumers, a strong horizontal and vertical coordination between firms and an adequate involvement of the local institutions. Regional specific products are, as all food products, subjected to the price-cost squeeze. In order to cope with this problem the innovation process with PDO and PGI supply chains needs however to be highly selective and finalised in precise directions in order to preserve to quality link with the local natural and human resources. Otherwise their distinctive quality may get lost and the premium price, which is necessary to cover the higher products costs inherent to the compliance with the product specification, will vanish.

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FOOD SCIENCES AND TECHNOLOGIES

Food Productions

Roberto Giangiacomo (Istituto Lattiero-Caseario, Lodi, Italy) Elements of Food Technology

General Topic, Objectives, and Policy of the Course The course starts with historical aspects of food preservation technologies, from pre-agricultural times up to now, describing the introduction of novel technologies along the centuries. The qualitative decay of food is explained in terms of physical, chemical, and biological factors. On the basis of shelf-life definition, the factors influencing the durability of food are described, with particular emphasis on microbial activity. All possible methods of food preservation are analysed, using low and high temperatures, drying, radiations, smoking, fermentation, salting, and use of preservatives. Finally, new methods of food preservation are described: microwave processing, ohmic heating, high pressure processing, pulsed electric fields, pulsed light technology, oscillating magnetic fields, ultraviolet light, ultrasounds, pulsed X-rays. The objective of such introduction to food technology is to provide a basic technical language, basic knowledge of possible factors affecting food preservation, a basic knowledge of possible tools nowadays in use to preserve foods. This background is fundamental for understanding what will be described in detail in the specific courses on cheese technology, cured meat, cereal products, oils, etc.

Products: Wine

Ulrich Fischer (University of Applied Sciences, Ludwigshafen, Germany) Wine Technology

Viticulture and grape quality from an oenological perspective Microbiology of wine: fermentation and origin of off-flavors Grape processing, fermentation and winemaking of white wine Red wine making and use of oak Stabilization, bottling and storage of wine Sensory analysis of wine

Outline The first lecture "Viticulture and grape quality from an oenological perspective" will focus on the most important operations in the vineyards including pruning, hedging, fruit reduction and pest control, always in regard to further grape quality. The ripening process of grapes will be explained as well as parameters which determine the time of harvest. Since wine is fermented grape juice, it is crucial to learn more about the role of microorganisms such as yeast or malolactic bacteria in the second lecture "Microbiology of wine: fermentation and origin of off-flavours". Unfortunately, other microorganisms are also a source of spoilage of wine, which will be addressed in more detail as well. The third lecture "Grape processing, fermentation and winemaking of white wine" will highlight the steps from grape to finished white wine. Special emphasis is given on the evolution and control of sensory active compounds such as volatiles, acids and sugars. The fourth lecture "Red wine making and use of oak" will stress the different technologies for red wine production, the role of phenols for colour and taste, as well as the use of oak barrels and other materials in order to accelerate the aging of young red wines. As customers purchase their wines predominately in a bottle or container, the fifth lecture "Stabilization, bottling and storage of wine" will explain the most important operations of wine stabilisation, filtration and bottling. A special focus will be given regarding the use of different closures such as cork, plastic stoppers or screw caps and proper storage of wine. All efforts to make a great wine will be finally assessed by a sensory evaluation by wine experts or consumers. Thus it is important to receive a short introduction to special aspect of wine sensory in the last lecture "Sensory analysis of wine". This includes some interesting sensory studies such as the impact of glass shape or terroir on the sensory properties of wine.

Recommended readings Boulton, R. B.; Singleton, V. L., Bisson, L. F.; Kunkee, R. E; Principles and Practice of Winemaking, Chapman & Hall, New York,1996 P. Ribéreau-Gayon, D. Dubourdieu, B. Donéche, A. Lonvaud Handbook of Oenology Volume 1, Microbiology of wine and vinifications. John Wiley, Chichester, England, 2006 P. Ribéreau-Gayon, Y. Glories, A. Maujean, D. Dubourdieu Handbook of Oenology, Volume 2. The Chemistry of wine, stabilization and treatments, John Wiley, Chichester, England, 2006 Fischer, U., Gutzler, K., Strasser, M., Michel, H. (2000) Impact of fermentation technology on the phenolic and volatile composition of German red wines. International Journal of Food Science and Technology, 35, 1, 81-94 38

Fischer, U., Loewe-Stanienda, B. (1999) Impact of wine glasses for sensory evaluation. in Wine-Tasting, Special Issue of Vigne et Vin Publication Internationales, Bordeaux, Frankreich, 71-80 Fischer, U., Roth, D., Christmann M. (1999) The impact of geographic origin, vintage and wine estate on sensory properties of Vitis vinifera cv. Riesling wines. Food Quality and Preference, 10, 4/5, 281-288

Sensory Analysis

Gabriella Morini (University of Gastronomic Science) Molecular Basis of Taste E-mail: [email protected]

MOLECULAR SCIENCES The aim of the short course is to provide the some information about the main compounds present in food (water, carbohydrates, lipids, proteins and vitamins), to understand the basis of the transformations, which occur in food during the various phases of its production and of its gastronomic transformation.

MOLECULAR ASPECTS OF TASTE The course has the aim to clarify that what we define “flavor” of food is actually is the result of a combination of connected sensations which food induces and which we can divide schematically into physical sensations (temperature, consistency, humidity, friction), chemical sensations (taste and smell), and chemesthetic sensations (hot, cool, pungency). The apparatus and receptors used to detect the stimuli will be described.

Ann Noble (University of California at Davis, USA) Wine Sensory Analysis

The two day course will focus on introducing students to the method of descriptive analysis of wine. The biggest problem in learning about wines is the need for words to describe flavors. The wine aroma wheel is a lexicon listing the most commonly encountered aromas in wines to provide a starting vocabulary. Students will learn about wine using a descriptive analysis approach. Physical standards will be presented for white wines to define the commonly encountered flavors in whites. Then an introductory descriptive analysis of white wines will be done. On the second day, the same procedure will be done for red wines. Several multivariate statistical methods will be introduced and then applied to sensory data to illustrate how climate, soil, wine treatments etc affect wine flavor. In addition use of such analyses will be made to analyze consumer preference data and show market segments. Finally, he procedure of temporal analysis will be used to show how persistent sensations such as bitterness and astringency can be evaluated.

Luisa Torri (University of Gastronomic Sciences) Food Sensory Analysis E-mail: [email protected]

Learning objectives To examine and apply the sensory methods used in food evaluation To train students in the process of designing and executing sensory tests, analyzing and reporting their results.

Course/seminar content - Introduction to sensory analysis - Sensory perception - Recruitment, selection, and training of judges - Sensory lab requirements - Types of sensory tests and their applications - Discriminative tests (triangle, duo-trio, 2-AFC, 3-AFC, 2 out of 5, rank-order test) - Perception thresholds - Descriptive tests (Flavour Profile, Texture Profile, Quantitative Descriptive Analysis, Sensory Spectrum, Free-Choice Profiling, Generic Descriptive Analysis, Time - Intensity) - Principles of chemometrics - Consumer science (affective and cognitive tests)

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Teaching methods The lectures deal with the presentation of the principles and practice of food sensory evaluation. The lab exercises aim at exemplifying the application of the sensory tests and the data elaboration.

Course text Lecture notes prepared by the instructor (power point presentations)

English textbooks - M. Meilgaard, G. Civille, and B.T.Carr. Sensory Evaluation Techniques. 4 ed. Boca Raton, Florida: CRC Press, 2006. - H.T. Lawless, and H. Heymann. Sensory Evaluation of Foods: Principles and Practices. 1 ed. New York: Chapman & Hall, 1998. - H.N.J. Schifferstein, and P. Hekkert, (eds): Product experience. Amsterdam, Elsevier, 2008.

Nutrition Studies

Andrea Pezzana (San Giovanni Bosco Hospital, Turin, Italy) Food Sciences and Public Nutrition

1. lesson: food and health, carbohydrates: - introduction - nutrition transition, obesity and echological footprint - type 2 diabetes - sugar consumption; HFCS 2. lesson: lipids - classification: form chemistry to gastronomy and health - lipids and food industry - USDA guidelines and lipids - CV prevention, n-3 fatty acids 3. lesson: protein - sources of protein: meat vs. fish vs. vegetal proteins - nutrition and cancer: WCRF guidelines, DIANA-study, STIVI study - coeliac disease 4. lesson: total quality assessment (nutritional, gastronomic and environmental) - food labelling - focus on mediterranean diet - focus on Slow Food Presidia products - education and teachable moments; nutritional tools (food pyramids)

• Mc Guire M., Beerman K.A. - Nutritional sciences from fundamentals to food - International Edition • Pollan M. - Food rules, an eater’s manual – Penguin Books • Steinbeck J. – Travels with Charley in search of America – Penguin classics • Petrini C. – Terra Madre • Calame M. – La tourmente alimentaire – Ed. Charles Léopold Mayer • Nestle M. – Food politics – University of California Press • Menzel P., D’Aluisio F. –Hungry planet, what the world eats – Ten Speed Press

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TASTING LECTURES

PRODUCTS

Cheese

Cheese Tasting Cristiano De Riccardis (Slow Food) E-mail: [email protected]

Cheese tasting introduction Tasting of acid coagulation fresh cheeses and semi-soft cheeses. Tasting of pasta filata cheeses and pressed - uncooked an cooked cheeses Cheeses will be from Italy and from others European countries and will include the extraordinary products of Slow Food presidia.

Beer

Beer Tasting Mirco Marconi E-mail: [email protected]

This course will pay particular attention to gastronomic implications and tasting activities. Both during class lessons and thematic training sessions, attention will be focused on the comparison between hand- made productions and industrial production techniques.

Chocolate

Chocolate Tasting Mirco Marconi

All about chocolate Definition of chocolate Cocoa tree: cultivation, harvesting and processing of cocoa beans From beans to bars: the chocolate factory Chocolate historical background The different kinds of cocoa: Criollo, Forastero and Trinitario Chocolate taste and flavour The main growing areas of cocoa and the cocoa grand cru The best chocolate producers: description and tasting

General topic, objectives and policy of the lectures

The main aim of the course is to give students some abilities in food taste and flavour assessment and in description of food characteristics, with use of proper terminology. The abilities will be complementary to those of other courses, such as chemistry of taste and such as cheese and wine tasting.

The second goal of the course is give students knowledge about the history, technology and featuring of some traditional, high quality foods.

Required text The lectures principally consist in frontal lessons, supported by visual aids and in tasting sessions

Reading suggestions

Beckett S. T. (2000) The Science of Chocolate. RSC Paperbacks, Cambridge Coe S. D., Coe M.D. (2000) The true history of chocolate. Thames & Hudson Presilla M. E. (2001) The new taste of chocolate. A cultural and natural history of cacao with recipes. Ten Speed Press, Berkeley

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Cured Meat

Cured Meat Tasting Mirco Marconi

General topic, objectives and policy of the lectures

Cured meat from Italy and Europe Cured meat historical background Pigs breed biodiversity Cuts for cured meat Cured meats from whole cuts (ham & c.): description and tasting Cured meats from minced meat (Salami & c.): description and tasting

The main aim of the course is to give students some abilities in food taste and flavour assessment and in description of food characteristics, with use of proper terminology. The abilities will be complementary to those of other courses, such as chemistry of taste and such as cheese and wine tasting.

The second goal of the course is give students knowledge about the history, technology and featuring of some traditional, high quality foods.

Required text The lectures principally consist in frontal lessons, supported by visual aids and in tasting sessions.

Reading suggestions Birri F., Coco C. (2003) Sua maestá il Maiale. Marsilio Editori, Venezia Bordo V., Mojoli G., Surrusca A. (a cura di) (2001) Salumi d’Italia. Slow Food editore, Bra (CN) Istituto Nazionale di Sociologia Rurale (2002) Atlante dei prodotti tipici: I salumi. RAI - Agra editrice, Roma Dirinck P., Van Opstaele F., Vandendriessche F. (1997) Flavour differences between northern and southern European cured hams. Food Chemistry, Vol. 59, No. 4, pp. 511-521 Motram D.S. (1998) Flavour formation in meat and meat products: a review. Food Chemistry, Vol. 62, No. 4, pp. 415-42

Olive Oil

Olive Oil Tasting Sandro Bosticco (Slow Food) E-mail: [email protected]

- Theory: Tasting techniques Panel testing according to the International Olive Oil Council method Rating of fine olive oils Glossary

- Practice: Following the EC’s commercial classifications: Refined, Olive oil, Virgin, Extra virgin In search of quality: good, better, best. Faults Trends Fine Extra Virgin oils of different origin, expressing their “terroirs” Other vegetable oils Extra Virgin and food

Suggested Readings:

Guida agli Extravergini 2011, Slow Food Editore, Bra 2011 www.inernationaloliveoil.org (official site of the International Olive Oil Council)

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Wine

Wine Tasting Sandro Bosticco (Slow Food)

Quality food tasting: wine and olive oil

Theory Different tastings for different purposes Specific tools and circumstances: the tastevin, the ISO glass, the temperature of wines, score cards and rating scales, decanting Matching wine with food: various approaches Tracing biodiversity Glossary

Practice This will be held through blind tastings of wines of different origin and levels of prestige. Labels and wines will be examined by constantly referring to every aspect of production, such as grapes, soils and vineyards, climate, winemaking techniques and ageing. Wines with different “weight” Tasting technique Sight: haziness to brightness; viscosity; “tears” (“legs”); colours, shades and depth Smell: intensity and the role of alcohol; different classifications for hundreds of volatile compounds; aroma and bouquet. Taste: degrees of sweetness; the warmth of alcohol; acidity, the backbone; astringency, bitterness and the role of tannins; thickness; some “saltiness”; flavours; aftertaste Faults Facets of quality: balance, complexity, length Going back in time: same label, different vintages Bubbles in the glass Wine and food

Suggested Readings Wine Tasting E. Peynaud, Le gout du vin, Dunon, Paris 1996 (available also in English as “The Taste of Wine”) M. Broadbent, Michael Broadbent’s Wine tasting, Mitchell Beazley, London 1998 J. Robinson, Wine tasting workbook, Conran Octopus, London 2000 M. A. Amerine and V. L. Singleton, Wine: an introduction University of California Press, San Francisco 1978 M. A. Amerine and E. B. Roessler, Wines: Their Sensory Evaluation, W.H. Freeman & Co. 1983

Wine in general J. Robinson (ed. by), The Oxford Companion to Wine, Oxford University press, Oxford 1999 J. Robinson - H. Johnson - M. Beazley, The World Atlas of Wine, London 2001 H. Johnson - M.Beazley, The Story of Wine, London 2004 J. Robinson, Guide to Wine Grapes, Oxford University press, 1996 J. Halliday and H. Johnson, The Art and Science of Wine, Mitchell Beazley, London 1997

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SEMINARS

Food Cultures

Erica Croce (Meridies, Chieti, Italy) Introduction to Italian Regions - Culinary Italy: places, products, recipes E-mail: [email protected]

Italy is crammed with many flavoursome products and recipes rooted in their terroirs. They’re the tasty result of a unique mix of different geomorphologies, climates, historical aspects, identities, peoples, lifestyles, eating habits and cultures that characterize the Peninsula. The course aims to investigate and explain some of the factors that link food to places. Some readings and references will be provided during the course.

Food Policy and Sustainability

Barny Haughton (Brighton, UK) Sustainable Gastronomy E-mail: [email protected]

The future of food lies in what we are doing now. But the future of food we want, as with the one we want of our own careers, our own individual well being, will come not from government or money but from the imagination, courage and enterprise of small groups with big ideas. The question is not what we are and why but whether we can evolve in a different way. Slow Food and particularly UNISG, along with many other charismatic initiatives for change both within the food world and outside it, is at the heart of this genetic shift in humankind, of this evolution towards a New Earth. It is laying the foundations for a new world food order. It is almost unconsciously preparing for an altogether different expression of the potential for being man. One which whether we know it, believe it, want it or not, is going to be the way in which the human spirit will find itself again and flower. You, as students at the University, are here almost at the beginning of this next journey for humankind. You are the potential leaders, thinkers, planners and drivers for change. You are the wake-up call to a sleeping world.

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EXAMS, EVALUATIONS and FINAL THESIS

The Master in Food Culture and Communications is a first-level master of 90 ECTS-credits: 70 credits are obtained by passing exams in each area, 10 credits by field trip reports and 10 credits by passing the final thesis discussion.

A certain number of ECTS-credits are required in each subject area in order to receive your final Master certification. These credits are obtained by passing exams in each area. The following chart shows the exams for each subject area:

Academic Area Course Professor/Examiner credits 27 FOOD, PLACE, AND IDENTITY

Food, Place, and Identity Regional Study Trips report Simone Cinotto

Food, Place, and Identity Culture, Place, and Heritage Monica Sassatelli

12 COMMUNICATION, MEDIA & JOURNALISM Communication, Theory and Semiotics of Gastronomy Giacomo Festi Media Studies Food and Media Professional Food Writing David Szanto Food and Media Travel and Food Photography Alberto Cocchi Food and Journalism Enogastronomical Communication Corby Kummer

9 HISTORY AND CULTURES Food Cultures Food in Popular Culture Fabio Parasecoli Food Cultures Ethics and Aesthetics of Food Nicola Perullo Social History of Food: Networking, Food History Peter Scholliers Hierarchies and Identities 4 SOCIOLOGY AND ANTHROPOLOGY Theory and Methods in the Food Anthropology Carole Counihan Anthropology of Food Consumer Culture Consumption, Food and Culture Mara Miele

6 FOOD POLICY AND SUSTAINABILITY

Food Policy and Sustainability Food, Environment & Sustainability Colin Sage

Food Policy and Sustainability Sustainable and Organic Agriculture Paola Migliorini

7 FOOD SCIENCES AND TECHNOLOGIES

Sensory Analysis Molecular Basis of Taste Gabriella Morini * Sensory Analysis Wine Sensory Analysis Anne Noble * Sensory Analysis Food Sensory Analysis Luisa Torri * 5 TASTING LECTURES Products Sense of Smell/ Cured meat tasting Mirco Marconi Cristiano De Products Cheese Tasting Riccardis Products Wine Tasting Sandro Bosticco

10 STUDY TRIPS (OUTSIDE ITALY) Andrea Pieroni and an ad-hoc examination committee 10 FINAL THESIS

* There will be only one joint assessment for these three courses.

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Students must take and pass all the exams in the program. A student who fails to pass even only one exam will NOT be allowed to defend her or his final thesis and receive her or his degree.

Students should comply with the instructions given by professors about their exams and, in particular, be present for exams that have to be taken in class (orals, tests, presentations, papers, etc.)

If a student fails the exam, she or he must take the exam again. The new exam will be assessed with a penalty, as indicated in the table below. Penalties increase for further attempts at passing the exam, as indicated in the table below.

If a student does not show up in class for the exam, leaves before the completion of the exam, or anyway fails to take the exam, or submits the work that counts as an exam after the deadline, she or he must take the exam again, and the same penalties will apply, like those that applied to failed exams.

If a student fails to take the exam because of illness or other very serious reasons, she or he must submit to the Administrative Office of the Master's Program a medical certificate or other official document to prove that she or he was unable to do so.

Since many of our faculty are visiting professors, students who fail/miss their exam should be ready to communicate with their professor and agree with them on the modalities for them to take a new exam.

Penalties for failed/missed exams:

- 1st time a student resists an exam or submits a paper from 1-10 days late - 10% off the assessed grade - 2nd time a student resists an exam or submits a paper from 11-20 days late - 20% off the assessed grade - 3rd time a student resists an exam or submits a paper from 21-30 days late - 30% off the assessed grade

If a student hands in a paper more than 30 days late for any exam, he/she will automatically fail that exam and will no longer have the possibility to present his/her thesis. Furthermore, the student will only receive a certificate of attendance.

Plagiarism: Our Policy and Penalties

To plagiarize means passing someone else’s work (written text and ideas) as your own. It is the most serious academic crime and this Master’s program does not tolerate it under any circumstances. Copying verbatim (i.e., word by word) any text, in print, online, or on any other support, is plagiarism. If you cite any part of someone else’s text you have to put in between brackets (“) and acknowledge the source of your citation in the footnotes or references of your paper. If you use someone else’s ideas from his/her work (book, article, etc.) you have to rephrase them in your own words and still cite the source in your footnotes or references.

Any infringement of these rules will cause you to fail the exam with no chances to retry. We will ask all instructors in our faculty to report any case of plagiarism they may detect. This applies to any exam in our program, the field trip reports, and the final thesis. That means that you might not be able to complete the program and receive your degree if you are caught, even once, to plagiarize. Please keep this in mind, and avoid plagiarism under any circumstances.

To learn more about plagiarism and how to avoid involuntary plagiarisms please refer to this document from the Indiana University web site: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml.

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Final Thesis

The final thesis should be structured as a traditional academic paper, well-references, and should show an original reflection on one aspect related to food culture(s), which you have experienced during the internship. The thesis should briefly address also your activities during the internship; a description of such activities and of the structure and purpose of the company or organization at which you worked must be included. All subjects and issues studied during the academic year may be used as material to build and enhance your argument. The style and approach of the paper may vary according to the kind of work you performed and the nature of the internship host.

Papers should be approximately 4,000 words (15 pages, 12pt Times New Roman, double spaced) not including the bibliography. Number pages and label all photos and charts. A final electronic copy must be submitted in PDF format and files named according to the following convention: lastname_firstname_thesis.pdf (e.g. smith_jane_thesis.pdf)

You should also prepare a presentation to be shown as part of your final thesis discussion. You may include photos, videos, data, diagrams, figures, or any other material pertaining your internship and/or research work. You are also welcome to bring in food related to your internship experience.

Presentations should last 20 minutes, so it is recommended that you rehear in advance to check timing. Especially if English is not your native language (but not only), you should go through your presentation a number of times, out loud, in advance. It is best to aim for a presentation that is 10% shorter than your allotted time, since they almost always go over time.

How to Write a Research Paper

Organization 1.An excellent kind of paper presents a thesis and marshals arguments to support it, not forgetting to mention also the possible arguments against it (and to refute them, or concede to them where necessary). In general, the best shape here is a very brief opening statement of your thesis, then several carefully unified paragraphs in support, and finally a restatement, probably in fuller form, of the thesis. A thesis is a sentence that makes an argument -- says something that has to be proved or back-up. When you read or hear a good thesis statement, your reaction will be "Really?" or "How do you figure that?" or "Oh yeah? Prove it!" or "That sounds interesting -- tell me more." In short, a thesis will set up the paper and prepare the reader to consider the evidence. A paper that begins with a thesis arouses interest. Contrast the deadening flat effect of beginning with a mere factual statement. Which of the following makes you more willing to read on? 2. Another excellent kind of paper might be called a process paper -- one in which you allow your reader to participate with you in the process of your thinking (and feeling). In this kind of paper, you might begin by saying what it is you want to look for or examine, and then lead the reader through a step by step journey of discovery -- perhaps the examination of a text piece by piece, or even (if it's short enough) line by line, or sentence by sentence. 3. Whatever kind of paper you write, give it a helpful title. Don't call it "Final Paper" (that gives no relevant information); don't give it the name of the work you're writing about; and avoid sweeping titles like "Wordsworth" or "Man's Place in Nature"! Aim for an unpretentious descriptive title, like "Nature Imagery in Three Poems by Modern Poets" or "Hemingway's Implied Attitude Toward Lady Brett". Adjust your title to the actual paper that gets written, just as you will need to adjust your opening paragraph. Titles and openings are, in fact, best written last.

Content: what to say Never avoid saying the obvious: it's usually true. But don't spend a lot of time on it -- acknowledge its obviousness, perhaps by a word like "Clearly, ...." Then move on to something less obvious. Don't worry that something that you've just figured out will be obvious or familiar to someone else. Even if this should be the case, it's still a pleasure for the reader to share in another person's discovery of it. A good general principle to maintain your confidence is that if you find something interesting enough to say carefully, it'll be interesting enough for your reader. An ideal paper is one in which the writer discovers something and shares his or her pleasure in the discovery with a reader. The discovery may be an interpretation of a challenging story or poem (or portion thereof), or it may just be the discovery of what you really think about something or other. ("How do I know what I think until I see what I've said," Churchill is supposed to have said.) To discover your own considered opinion or valuation of the work you're writing about is a satisfying outcome to a paper. Avoid apologizing for what you say. It goes without saying that the views and interpretations you offer are yours, doesn't it? So there's no need for such boring and weasel phrases as "It seems to me" or "In my opinion." This does not mean you must avoid the first person singular. Use it where appropriate -- remembering, however, that a paper of literary commentary is not a piece of autobiography, so that your private self should not be in the 47 foreground. But if you were told in school not to use "I," forget that advice! The pompousness of locutions like "The present writer" is ludicrous in a student paper. The only kind of originality that matters at all is finding the source of your ideas and feelings within yourself: being true to that origin. In a class paper, it doesn't in the least matter if what you say has been said before. In any case, it's not been said in the same way, and the study of literature should surely have brought home to you that the way of saying something is part of its meaning. Use concepts and terms you've worked with (for poetry: tone, diction, imagery, paraphrase, metrics, etc.; for fiction: characterization, plot, climax, symbolism, theme, etc.). But remember it's best to use them only when they pay off, not automatically. Paraphrase, for example, should be used selectively, when a line or sentence has a tricky meaning, or a meaning you're uncertain of but want to spell out as best you can. It would be tedious to automatically paraphrase every bit of poetry you wrote about. In writing about fiction, you will find more interesting things to say if you focus on characterization rather than characters. Writing about characters too often means writing as though they were real people, speculating about what happened before or after the action of the book or story, and other imponderables like that. Characters in a work of fiction are not real people, but rather careful constructs that resemble real people. Focusing on characterization means studying how the writer presents the character -- what selection of detail is used, what mixture of direct "showing" to indirect "telling," what implied valuations are being made, and the like. While some special literary terminology is useful and economical, avoid jargon. Don't think to impress anyone by using big words where simpler words would do. Be wary, especially, of loose vague terms like "theme" or "post- modern."

Rule of thumb: when you quote supporting passages from the text being discussed, never let the quotation just lie there on the page inertly; make use of it, put it to work point to specific features or details or words in it, say what you see, what it is that makes you want to let the reader have it before him. It's no good (in a class paper) saying to yourself that the reader can surely work out the point for himself: in this context, it's up to you to do the work. After all, one of your purposes is to persuade your instructor/reader that you yourself can see. Avoid plot summary for its own sake. Whatever may have been the case in high school, in college literature courses you get no particular credit for simply having read and followed the contents of a poem or story or novel. Thus, sentences or paragraphs in which you simply recount what happens or what is said are of no value in a paper about literature.

Exception: If a piece of writing is really tricky to decipher and you feel you've succeeded in doing so after some effort, it may be appropriate to lay your cards on the table. For example, "Stanza 2 is syntactically difficult. I understand it to be saying: ..." -- and give your paraphrase. Or, "What happens next in the story is obscure. From the hints given in the next section, I take it that ..." -- and say what you make out, citing the evidence. Summarizing content in order to make a point in your argument, on the other hand, is an entirely different matter and is very much an appropriate part of papers. Provided that you subordinate the summary to a critical point that you are making, you'll be okay.

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Degree and Honours

Upon completing the curriculum, students earn the Master Degree in “Food Culture and Communications – Human Ecology and Sustainability”. The University awards the title with classifications that indicate the level of academic distinction. The honour is indicated on the diploma. To obtain specific honours distinctions students must meet a specific grade point average:

Master Degree magna cum laude (with great honour) = 28-30 out of 30 Master Degree cum laude (with honour) = 25-27 out of 30 Master Degree = 18-24 out of 30.

Final grades are calculated as follows:

70% = average marks in all the foreseen 30% = final research paper based on individual internship and presentation

STUDY TRIPS

The study trips programme for the course will be communicated as soon as finalized.

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