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JOHN CABOT UNIVERSITY

COURSE CODE: "AH 225"
COURSE NAME: "The Archaeology of the Athenian Acropolis"
SEMESTER & YEAR: Spring 2022
SYLLABUS

INSTRUCTOR: Sophy Downes
EMAIL: [email protected]
 HOURS: TTH 3:00 PM 4:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:
COURSE DESCRIPTION:
The course focuses on one of the most iconic monuments of the Greek world: the Athenian Acropolis. The monument will be examined as a ‘total site’; that is, in its topographical, historical, social and spatial contexts. Framed within a chronological arc from the Bronze Age to Late Antiquity, the emphasis will be on the dynamic engagement with this site as a location for dedicatory interests, political and civic concerns, and regional and international contexts. Throughout, investigations of dedicatory choices – from large-scale architecture, to sculpture, to smaller votives – and of the visual opportunities provided by topographical features will provide in-depth contextualized case-studies. The aim of the course is two-fold: to provide opportunities for considering aspects of current debate and of contemporary methodologies (for instance, spatial constructs, movement, and social space; materiality; memory formation; and viewing and visual choices), and to frame the development of the Acropolis within wider trends of Greek archaeology.
SUMMARY OF COURSE CONTENT:

The subject will be approached chronologically, considering developments on the Athenian Acropolis from the Bronze Age to Late Antiquity. As we are looking at a single site over a long period of time, there will be an emphasis on continuity and change: how different political systems respond to and adapt the same basic landscape, which features they maintain, which they alter, and which they re-use in new ways.

Throughout its history, the Acropolis exists not in isolation but as a cultural centre within Athens, Attika, and the wider Mediterranean. We will consider the geographical proximity of Euboea, Salamis, and Ionia, and how Athens interacted with the cultural trends and political rhythms of these locations. We will also look at the availability of stone from the quarries at Hymettos and Pentelicon, and at festival routes to the Acropolis from linked sites such as Brauron and Eleusis, which integrated Athens into its chora.

Considering the Acropolis as a total site, we will focus particular attention on the interaction of the various elements: architecture, architectural sculpture, dedications – both private and public – and, where evidence is available, rituals and cult practice. We will be particularly interested in the changing spatial organisation of the site through time and in the dialogue between different buildings, monuments, and sculptures. This will invite consideration of a number of methodological issues:

·       Movement, viewpoints, viewing, and viewers: how did people move around the site in its various phases? How do the buildings relate to cult practice? What views both on the sites and into the surrounding city are privileged? Who were the people viewing the site, and how would their responses to these views have varied?

·       Architectural sculpture: how does sculpture on a building work differently from free-standing sculpture? How does it affect movement patterns on the site? How does it affect the visibility of the sculpture? Why do the Athenians like to decorate their buildings?

·       Formation of memory: from Periklean show-casing of the Mycenaean walls and the Persian destruction to contemporary restorations and their privileging of the fifth century buildings over more recent structures, the various versions of the Acropolis often deliberately reference the past. Is there a consistent reason for this? Does it mean different things at different times?

·       Iconography: the images on the Acropolis are often very Athenocentric. How / why do they vary from other Greek sites? Why do the Athenians depict these particular myths? Why are there so many images of women in the religious heart of a consistently patriarchal society?  

 Although primarily archaeological, the course will make use of some of the rich literature relevant to the site and its historical and artistic developments, including Homer, Herodotus, Thucydides, and Pausanias.

The course will also look at the excavation history of the Acropolis, where relevant. This is especially important on a multi-level site, where reconstructing past phases is far from straightforward and where modern political currents continue to shape its study and presentation.
LEARNING OUTCOMES:

·       In-depth knowledge of key artworks and monuments, and their multifaceted connotations. The aim is to develop a contextualized appreciation of the multifaceted visual and artistic culture within which they were displayed and viewed.

·       Familiarity with a broad range of artistic media and an ability to analyze the impact of technique and material. The aim is for a nuanced understanding of the interests shaping the material culture of a complex visual world. 

·       Familiarity with the rhetoric of spaces, forms and styles, and the impact of viewing. The aim is for an awareness of the constructed environment as a dynamic intermediary of social interaction.

·       A good understanding of the political, social and civic contexts shaping the history of Athens and the role of the Acropolis within this. The aim is for an awareness both of specific historical context, and of the role of the Acropolis as a ‘memory space’ for the ancient world; it will also facilitate understanding of the role of the Acropolis in later Western/European culture.

·       Understanding of the limitations of the archaeological (and historical) record, how it tends to privilege some eras while neglecting others. The aim is to develop an understanding of the impact of this and of the strategies that can be adopted to counter this.

·       Practical comprehension of current methodologies to analyze and interpret archaeological and art historical evidence. The aim is to provide a grounding in the contemporary theoretical and methodological directions of the field.

·       Develop powers of expression: Organization of material, contextual and nuanced discussion, focused presentation of data, public speaking and presentation abilities, participation in debates

·       Develop critical thinking and interpretation: Reasoned consideration and evaluation of evidence and methods, interpretation of arguments presented, reflection on context and impact
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
The Athenian AcropolisHurwit, J.M.Cambridge University Press0521417864, 9780521417860     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Attendance and participation This will include discussion of class readings10%
Short research presentation The paper is a 10-minute, research-based presentation to class on a chosen topic that relates to the class discussion15%
Mid-term ExamThese will consist of identification and discussion of images studied so far in the course. This will evaluate visual awareness and vocabulary, as well as familiarity with the material studied 20%
Research paperStudents will answer one of a selection of research questions focusing either on general themes or a specific period of the Acropolis’ history 25%
Final exam This will have two parts: a) the identification and discussion of images, as for the mid-term and b) questions based on in-class discussions and readings, which will evaluate critical thinking and the effective communication of independently developed arguments30%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

SCHEDULE

 

Each week will consist of a lecture introducing the historical and artistic background, and a discussion period, which will be based on the assigned readings. Additional readings are useful also for developing presentation and paper topics.

 

Week 1: The Acropolis now

Korres, M. 1994. ‘The History of the Acropolis Monuments,’ in Acropolis Restoration: the CCAM Interventions, ed. E. Economakis. London: 34-51. 

Mallouchou-Tufano, F., ed. 2003. Proceedings of the 5th International Meeting for the Restoration of the Acropolis Monuments, Athens, 4–6 October, 2002. Athens, Greece.

Regueiro, M., M. Stamatakis, & K. Laskaridis. 2014. ‘The geology of the Acropolis (Athens, Greece)’ in European Geologist 38, 45-52.

Valavanis, P. 2013. The Acropolis through its Museum. Athens.

Vieira, A., A. Gilbert (trans.), H. Papadimitriou (trans.). 2019. On the Rock: The Acropolis Interviews. Chicago.

 

Week 2: The fifth-century Acropolis: the surviving / restored buildings

Beard, Mary. 2003. The Parthenon. Rev. ed. Cambridge, MA.

Haselberger, L. 2005. Bending the Truth: Curvature and Other Refinements of the Parthenon.  The Parthenon: From Antiquity to the Present. J. Neils: 101-157.

Jameson, M. 1994. ‘The Ritual of the Athena Nike Parapet’ in R. Osborne and S. Hornblower (eds) Ritual, Finance, Politics. Athenian Democratic Accounts presented to David Lewis. Oxford: 307-324.

Stevens, G.P. 1936. ‘The Periklean Entrance Court of the Acropolis of Athens.’ Hesperia5: 443-520. J-stor

Vickers, M. (1985). ‘Persepolis, Vitruvius and the Erectheum Karyatids: The Iconography of Medism and Servitude.’ Revue Archéologique1: 3-28.J-stor

 

Week 3: The Bronze Age Acropolis: A Mycenaean Stronghold

Hurwit 1999:67-84

Iakovidis, S. 2006 [1962]. The Mycenaean Acropolis of Athens. Archaeological Society at Athens Library no. 240. Athens. Translated from the 1962 Greek. 

Shear, I. M. 1999. ‘The western approach to the Athenian Acropolis’. Journal of Hellenic Studies119:86–127.

 

Week 4: The Geometric Period: The Acropolis in Iron-Age Attika

Hurwit 1999: 85-98

Glowacki, K. 1998. ‘The Acropolis of Athens before 566 B.C.’ In STEPHANOS: Papers in honor of Ridgway, Brunilde Sismondo. University Museum Monograph 100. Edited by K. Hartswick andM. Sturgeon, 79–88. Philadelphia.

 

Week 5: The Archaic Acropolis: A Pisistratid Mirage

Hurwit 1999:99-137

Paga, J. 2017. ‘Contested Space at the Entrance of the Athenian Acropolis’ Journal of the Society of Architectural Historians76 (2): 154–174.

 

 Week 6: Populating the Archaic Acropolis: dedications & free-standing sculpture

Keesling, C. 2003. Votive Statues of the Athenian Acropolis. Cambridge.

Stewart, A. 2008a. ‘The Persian and Carthaginian Invasions of 480 B.C.E. and the Beginning of the Classical Style: Part 1, The Stratigraphy, Chronology and Significance of the Acropolis Deposits.’ AJA 112.3: 377-412. J-stor.

 

Week 7: Review and Mid-term Exam

 

 Week 8: The Persian Wars and their Aftermath

Hurwit 1999: 138-153.

 Korres, M. 1995. From Pentelicon to the Parthenon : the ancient quarries and the story of a half-worked column capital of the first marble Parthenon. Athens, Melissa.

 

Week 9: The Fifth-Century ‘Periklean’ Acropolis Building Program

Hurwit 1999: 154-161, 188-216.

Kallet-Marx, L. 1989. ‘Did Tribute Fund the Parthenon?’ Classical Antiquity8: 252-266. 

 

Week 10: The Parthenon: controversies

Hurwit 1999:161-188, 222-234, 235-245

Connelly, J. ‘Parthenon and Parthenoi: A mythological interpretation for the Parthenon of frieze’, AJA100 (1996) 53-80.

Marconi, C. 2009. ‘The Parthenon Frieze: degrees of visibility.’ RES55/56 spring/autumn, 156-73.

Osborne, R. (1987). The Viewing and Obscuring of the Parthenon Frieze. JHS107: 98-105.

Root, M.C. 1985. ‘The Parthenon Frieze and the Apadana Reliefs at Persepolis’ AJA 89: 102-22.

 

Week 11: The Acropolis in context: slopes and surroundings 

  Hurwit 1999: 216-221

  Miller, M.C. 1997. Athens and Persia in the fifth century B.C : a study in cultural receptivity. Cambridge: 218-42. 

  Wickkiser, B. L. 2008. Asklepios, medicine, and the politics of healing in fifth-century Greece: Between craft and cult. Baltimore. Chapter 5 ‘Asklepios and the Topography of Athenian Cult’. 

 

Week 12: Continuity and appropriation: the Lykourgan works and the Hellenistic Period

Hurwit 1999: 246-260,  261-282 (passim)

  Stewart, A., 2005 Attalos, Athens, and the Acropolis. Cambridge.

 

Week 13: The Roman Claim

Hurwit 1999: 261-282 (passim)

  Whittaker, H. 2002. ‘Some Reflections on the Temple to the Goddess Roma and Augustus on the Acropolis at Athens.’ In Greek, Romans and Roman Greeks: Studies in Cultural Interaction, edited by E. Ostenfeld, 25-39. Aarhus.

 

Week 14: Epilogue and review

Hurwit 1999: 283-287, 291-302

  Kaldellis, A. 2009. The Christian Parthenon: Classicism and Pilgrimage in Byzantine Athens. Cambridge.

  Korres, M. 1996. ‘The Parthenon from Antiquity to the 19th century,’ in The Parthenon and its impact in modern times. P. Tournikiotis (ed.), 138– 161. Athens, Greece. 

 

Week 15: Final Exam