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Tourism-Related Interpretative Keys to Artistic Heritage

Code: 44172 ECTS Credits: 6
Degree Type Year Semester
4316837 Tourism Management in Cultural Heritage OB 1 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Maria Gargante Llanes

Use of Languages

Principal working language:
spanish (spa)

Other comments on languages



Buenaventura Bassegoda Hugas
Maria Gargante Llanes
Monica Molina Hoyo

External teachers

Laia Coma
Teresa Pérez


There are no prerequisits

Objectives and Contextualisation

The objective of this module is to allow students to adapt artistic discourses to the new proposals of cultural tourism heritage and specifically to the relationship between the different styles and artistic manifestations and the new trends cultural tourism. The artistic variety must allow students to explore new ways of incorporating those components that integrate it and that are not yet part of this tourist offer. In addition, it will mean for the student an awareness, on the one hand, of a qualified approach to the revaluation, recovery, conservation and preservation of heritage elements and, on the other hand, to understand art as an essential factor for the development local, national and international economic activity from the perspective of a respectful and sustainable tourism activity using standardized criteria.


  • Analyse different cultural projects of public and private institutions in relation to cultural heritage for tourism.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Create multilingual expositive discourses interrelating the tourist content of cultural heritage with the arts and humanities.
  • Design tourist products adapted to regional spaces using both tangible and intangible cultural heritage resources.
  • Promote the use and management of heritage resources as a tourist product.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  • Work both individually and in interdisciplinary teams.

Learning Outcomes

  1. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  2. Design artistic-based tourist project for heritage sites.
  3. Distinguish between the different institutional focuses in defining the object of study of artistic cultural heritage.
  4. Plan performed, virtual or mapping activities in heritage spaces to make the tourist experience more dynamic.
  5. Present the concepts of art history which allow the design of new intercultural tourist projects.
  6. Propose and describe forms which relate heritage sites and art with tourist strategies for local, national and international development.
  7. Select the most appropriate technological application to make a heritage resource culturally dynamic.
  8. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  9. Use group dynamics and communication techniques for team work and social participation in the promotion of the use of artistic heritage.
  10. Work both individually and in interdisciplinary teams.


In this way the main contents refer to:

  • Both architecture (urbanplanning) and tourism: The territory, the architectural history and the relationship with tourism, the architectural work as a tourist reference. Constructive materials as an element of tourist attraction. Graphic and industrial design as a potential component of the tourist offer.
  • Like art, museums and tourism promotion: The current panorama of museums and their function as more than just cubicles of artistic works. The tourist treatment of museums and artistic heritage.
  • As well as the interpretation as a mediator of culture in heritage spaces, whether civil or religious buildings, interpretation centres, museums and/ or foundations, among other spaces: Value for the most noteworthy elements of such spaces, as well as the management and use of group dynamics and communication techniques for the promotion of artistic heritage. Universal accessibility a new concept applicable to all types of audiences
  • Not forgetting the projects and artistic manifestations as a component or potential component of the tourist offer: music, theatre and cinema. Music as a component or potential component of the heritage tourist offer. Location and globalization, the musical reality and the existing offer, the recovery of music, the performing arts as axes for new heritage tourism activities. Cinema as a tourist resource, movies and series with more impact, theaters as spaces of heritage tourist activity.
  • Being the tourist destinations of art, the works and their artists, the new technological applications related to the heritage and the presence of artists as an added value in heritage tourist destinations.


The teaching methodologies to be used in this module will be a combination of:

  • Exhibition classes
  • Classroom and out-of-the-classroom practices
  • Visits to cultural management companies, fieldwork outings*
  • Tutorials
  • Reading articles, reports and books of interest
  • Personal study


Title Hours ECTS Learning Outcomes
Type: Directed      
Classroom 26 1.04 3, 5, 6, 7, 8, 9
Type: Supervised      
Oral Presentations, Works 23.5 0.94 2, 4, 7, 10, 9
Workshop 22 0.88 2, 5, 4, 6, 8, 10, 9
Type: Autonomous      
Study 72.5 2.9 3, 4, 6, 1, 7, 10, 9


The evaluation system is based on:

  • Obligation of classroom assistance with a minimum of 80% and active participation
  • Work Delivery
  • Oral Defence of the Works
  • Synthesis Tests

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendace and active participation 20% 0 0 5, 6, 7, 8, 10, 9
Oral Presentations, Works 35% 4 0.16 2, 4, 1, 7, 10, 9
Synthesis tests 10% 2 0.08 3, 5, 6, 1
Works delivery 35% 0 0 3, 2, 5, 6, 7, 8, 10, 9


Abril Sellarés, M.  (2017). Turismo religioso y accesibilidad universal: compatibilidades e incompatibilidades. International Journal of Professional Business Review. Vol 2, No 1. pp. 72-89.

Abril Sellarés, M., Sánchez-Fernández, M.D y Azpelicueta Criado, M.C (2015). Turismo religioso y destinos maduros. La gestión turística de dos Catedrales: Palma de Mallorca y Barcelona. International Journal of World of Tourism. Vol. 2  Núm. 3 ISSN: 2386-2319

Abril Sellarés, M., Sánchez-Fernández, M.D y Azpelicueta Criado, M.C. (2015). Las catedrales: ¿recursos preparados para un turismo accesible? estudio de los casos de Palma de Mallorca y Barcelona = As catedrais: recursos preparados para o turismo acessível? estudo de casos de Palma de Mallorca e Barcelona. CENÁRIO, Brasília, V.3, n.4 | 09 – 22 | Ago. 2015 | pp. 9 - 22

Abril Sellarés, M. (2014). TÍTULO: Análisis del Impacto de la transposición de la Directiva de Bolkestein en la profesión de los guías de turismo en España. REDMARKA UIMA-Universidad de A Coruña – CIECID Año VII, Número 13, pp. 3-16

Abril Sellarés, M. (2014). Del guía de masas al guía especializado. Una nueva propuesta de visitas turísticas guiadas en Barcelona. Tourism and Hospitality International Journal, Oldivelas. Vol.2, pp.136-155.

Asenjo Hernanz, E., López Benito,V. & Llonch Molina, N.(2016).  Concepciones sobre la inclusión cultural en Museos y Patrimonio. Her&Mus.Heritage&Museography.Nº17Pp.57-76

Bassegoda B. (2017). Study and Evaluation of Early Spanish Drawings. Nulla dies sine línea, Tefaf Maastricht Works on paper. Salon du dessin Paris, marzo 2017, Artur Ramon Art (catálogo de la exposición) p.11-13.

Bassegoda B.; Domènech, I. (2014). L’apreciació de l’art medieval a les primeres col·leccions catalanes”, en el volumen Bonaventura Bassegoda-Ignasi Domènech. Mercat de l’art, col·leccionisme i museus. Estudis sobre el patrimoni artístic a Catalunya als segles XIX i XX, Memoria Artium 17, Barcelona, pp.25-50.

Bassegoda B. (2013). Isabel Coll Mirabent, Charles Deering and Ramón Casas. A friendship in Art. Charles Deering y Ramón Casas. Una amistad en el arte, Northwestern University Press. Evanston, Illinois, 2012. Goya. Vol. 344. Pp 279 – 280. ISSN: 0017-2715

Garganté, M.(2014). L’activitat constructiva a Vic i comarca durant el segle XVIII: els Morató com a paradigma. Ausa, núm. 174. Vic: Patronat d’Estudis Osonencs

Garganté, M.(2013). Gestionar la destrucció: les obres d’Isidre Puig Boada a l’Urgell. Urtx. Tàrrega

Castells, R. (2016). Anàlisi de la política cultural del Departament de Cultura” a “Estat de la Cultura i de les Arts 4_2016. Nexes i divergències en la política cultural. informe anual del Consell Nacional de la Cultura i de les Arts (CoNCA), p. 71-78. Depósito legal: B-8485-2013

Castells, R., i Villarroya, A. (2013). La participació cultural en la política catalana. Revista de Catalunya, núm. extraordinari sobre Polítiques culturals, pp. 175-189

Castells, R. (2009). ¿Es viable la gestión privada de la cultura?. Portal Iberoamericano de Gestión Cultural. Boletín GC, 18: La gestión cultural desde el ámbito empresarial privado.

López Benito, V. (2014). Los recursos interactivos en línea de los museos de arte como recurso educativo para el aula”. Iber. Didáctica de las ciencias sociales, geografía e historia.Nº78

Martínez,T.; López,V. & Santacana,J. (2016). La Educación Patrimonial como herramienta para la Educación inclusiva: Definición, factores y modelización. Andamio:RevistadeDidácticadelaHistoria,nº1

Martínez Gil,T., López Benito,V., Llonch Molina,N., Santacana Mestre,J. (2016). Diseño, análisis y evaluación de aplicaciones móviles para la Eudación Patrimonial, en: L. Arias Ferrer, A. I. Ponce Gea, D. Verdú González (2016). Estrategias y recursos para la integración del patrimonio y los museos en la educación forma. Murica. Ediciones de la Universidad de Murcia