Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "AH 141"
COURSE NAME: "World Art I: Visual Culture of the Ancient World"
SEMESTER & YEAR: Fall 2022

SYLLABUS

INSTRUCTOR: Crispin Corrado
EMAIL: [email protected]
HOURS: TTH 10:00 AM 11:15 AM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS: By Appointment

COURSE DESCRIPTION:
This survey course focuses on the art, archaeology and architecture of the Mediterranean world, roughly between 2500 BC – AD 300. The course investigates the material culture of the diverse cultural groups that shaped this cosmopolitan world: Sumerians, Assyrians, Minoans/Mycenaeans, Egyptians, Greeks, Etruscans, Persians, Italics and Romans. Special attention will be given to the interconnectivity and dynamic relationship of inspiration between these cultures. The aim is for a firm contextual understanding of the works examined, and of the cultural, political and historical aspects that shaped these. The course will also assist students in cultivating basic art-historical skills, in particular description, stylistic analysis, and iconographic and iconological analysis.

SUMMARY OF COURSE CONTENT:

Focused on the material culture of the ancient Mediterranean (approximately 2500 BC - AD 300), the course investigates the material culture of the diverse cultural groups that shaped this world: Sumerians, Assyrians, Minoans/Myceneans, Egyptians, Greeks, Etruscans, Persians, Italics and Romans. The course establishes a nuanced appreciation of the cultural characteristics and value systems of these peoples and how they developed over time. An important focus of investigation is the cultural interconnectivity between these and the dynamic relationships of inspiration within a cosmopolitan and multicultural world. Thematic discussions of religious and urban topography, temple architecture, domestic space, religious votives, and public representation will investigate the articulation of civic, social and individual identities, and the responses to new inspirations and political structures.

LEARNING OUTCOMES:

The course will develop an understanding of salient developments in the history of the ancient world and allow student to identify major monuments of the various peoples and cultures of the ancient Mediterranean

The course will develop abilities to analyze art and architecture as primary sources, to describing and contextualize material culture, and to consider this over time and across the Mediterranean world

The course will develop an understanding of historical and cultural developments as affected by cultural factors, and foster an awareness of dynamic cultural interactions

The course will develop powers of expression: Organization of material, contextual and nuanced discussion, focused presentation of data, public speaking abilities, participation in debates

The course will develop critical thinking and interpretation: Reasoned consideration and evaluation of evidence and methods, interpretation of arguments presented, reflection on context and impact

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

Book Title	Author	Publisher	ISBN number
Art and Archaeology of Ancient Greece	Barringer	Cambridge University Press	978-0521171809
The Middle East. The Cradle of Civilization Revealed	Bourke	Thames and Hudson	978-0500251478
A History of Roman Art	Tuck	Wiley Blackwell	978-1444330267

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Academic Participation	Active participation in the class develops collaborative skills, ability to exchange ideas and capacity for critical assessment. This concerns your contribution to the academic milieu of the class: your ability to review analytically material covered in previous classes, your ability to answer questions based on reading assignments, your contribution to class discussions and willingness to share own observations, and your collaborative behavior.	5
Visual Analyses	Students will complete two visual analyses. The first is worth 5% of the final grade, and the second is worth 15% of the final grade (together, 20% of the course grade). The visual analyses are designed to develop skills of independent observation, visual analysis and assessment. Two sets of two works of your choice should be analysed based on first-hand observation. Due dates: February 6 and February 20, 2019. Further guidelines will be provided.	20
Midterm Exam	The midterm exam is structured to assess ability to contextualize works and aspects studied and capacity for nuanced discussion of significance. It will be held on March 6, 2019. It will consist of identification and comparative analysis of works discussed in class. Details and guidelines will be provided.	20
Research Paper	The short research paper is intended to develop skills of independent research, ability to evaluate and interpret materials and their inherent interests, and capability for discussing these in a nuanced manner in writing. Details: c. 1500 words (c. 5 pages) exclusive bibliography. For details and guidelines see below.	25
Final Exam	The final exam is structured to assess knowledge and skills honed during the semester: knowledge of essential data, awareness of cultural and historical significance, capacity for contextualization and nuanced discussion. It will take places during final exam week. Details and guidelines will be provided.	30

-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
Students are allowed two absences without penalty. Three tardy arrivals count as one absence. 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.

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

Representing the world 5000-1500 BC

Week 1, Day 1 Introduction to the course

Themes/works Course requirements & logistics.

Further reading: Osborne 1998: 9-13 (studying ancient art)

Week 1, Day 2 Agriculture and technology

Themes/works Far East: Zhang and Zhou (China); Jomon (Japan); Harappa, Indus civilization. Describing art

Essential reading: Bourke 2008: 24-25; History of the World in 100 Objects: entry 10 (Jomon pot), entry 13 (Indus seal)

Further reading: Liverani 2014: 34-58 (early food production); Reade 2000: 14-17 (early agriculture) 18-27 (settlements)

City-states and kings (c 3000-2300 BC)

Week 2, Day 1 Writing and city-states

Themes/works Near East: Mesopotamia c 2400 BC. Standard of Ur, Ziggurat of Uruk, tomb of Puabi, cuneiform writing, harps and figurines

Essential reading: Bourke 2008: 58-59, 62-77, 96-97, 102-3 (Uruk, Ur, writing, ziggurats, jewelry)

Further reading: Liverani 2014: 61-80 (urban revolution); Podany 2014: 27-39 (beginnings of cities), 40-50 (Akkadians); Reade 2000: 35-37 (writing), 50-58 (City of Ur); History of the World in 100 Objects: entry 12 (Standard of Ur), 15 (Cuneiform writing tablet)

Week 2, Day 2 Cities and rulers

Themes/works Egypt: pre/early dynastic and old kingdom; Europe: Cyclades c 3000-2300 BC. Funerary architecture: pyramids and sphinx at Gizeh, sculpture, reliefs and painting; Cycladic figurines

‘Textbook’ Aldred 1980: 32-40 (Egypt: Narmer palette, King Den’s sandal label, mastaba tombs)

Essential reading: Aldred 1980: 69-77 (statuary); Barringer 2014: 12-18 (Cyclades); Bourke 2008: 84-91 (Middle East: Akkad); Shaw 2004: 73-76, 82-87 (Egyptian writing and kingship)

Further reading: Egypt: Aldred 1980: 45-52 (Imhotep stepped pyramid), 59-66 (pyramids), 78-90 (reliefs); Riggs 2014: 60-96 (Art, power, status); Robins 1997: 12-29 (understanding Egyptian art); 40-79 (Old Kingdom); Smith, W. 1998: 37-61 (Dynasty IV); History of the World in 100 Objects: entry 11 (King Den’s Sandal Label)

Aegean: Higgins 1981: 53-64 (Cyclades); Pedley 1998: 26-41 (Cyclades)

Cities and administration (c 2000-1000 BC)

Week 3, Day 1 Palace and city – religion

Themes/works Egypt and Europe: Middle Kingdom; Minoans (c 2000-1500 BC)

The human figure and the natural world: wall painting and pottery; Knossos, Thera

‘Textbook’ Barringer 2014: 18-39 (Minoans)

Essential reading: Bourke 2008: 98-101, 106-9 (Middle East); Riggs 2014: 77-96 (natural world); Smith, W. 1998: 104-12, 113-19 (Egyptian wall painting, foreign relations)

Further reading: Egypt: Aldred 1980: 113, 118-23 (painting, everyday scenes); Robins 1997: 106-9, 118-21 (reliefs, human figure); Smith, W. 1998: 170-94 (Amarna period)

Aegean: Higgins 1981: 94-102, 103-7 (Knossos, Thera, pottery); Marinatos 1984: esp. 117-20 (Thera); Pedley 1998: 42-61, 65-70, 77-87 (Minoans, Troy, Thera); Pollitt 2014: chap 1 (Aegean painting); Preziosi and Hitchcock 1999: 89-99, 165-71 (Knossos), 103, 110, 112-22 (Hagia-Triada), 122-8 (Thera); History of the World in 100 Objects: entry 18 (Minoan bull leaper)

Week 3, Day 2 Royalty – leadership and administration Visual Analysis 1 due

Themes/works Egypt and Europe: New Kingdom, Myceneans (c 1500-1000 BC)

Hatshepsut funerary temple; Amarna Period; painted scenes

‘Textbook’ Barringer 2014: 39-61 (Myceneans)

Essential reading: Bourke 2008: 112-13, 134-37 (iron, Amarna letters); Riggs 2014: 60-76 (art and power); Shaw 2004: 89-95, 95-100 (Hatshepsut, Ramesses); Smith, W. 1998: 130-8 (Hatshepsut complex, paintings)

Further reading: Egypt: Aldred 1980: 147-63 (Hatshepsut, Theban painted scenes), 172-86 (Amarna period); Robins 1997: 122-31 (Hatshepsut complex), 136-42 (painting), 149-56 (Amarna period);

Aegean: Higgins 1981: 76-93 (Mycenae); Pedley 1998: 62-4, 87-103 (Mycenae, Troy); Preziosi and Hitchcock 1999: 148-52, 174-77, 184-90 (Mycenae), 193-97 (international links)

Polis, colony and peer-polity relationships (c 1000-700 BC)

Week 4, Day 1 Royal pursuits and heroic ideals

Themes/works Near East and Far East: Babylonia and Assyria

Palace of Ashurnasirpal; royal ideals: palace structure and decoration

‘Textbook’ Bourke 2008: 168-77, 186-89, 192-93

Essential reading: Reade 1998: 27-31 (palace context), 72-87 (Ashurbanipal)

Further reading: Liverani 2014: 475-80, 497-514 (Assyrian royal administration and ideals); Podany 2014: 100-11 (Neo-Assyrian Empire); History of the World in 100 Objects: entry 16 (Flood tablet)

Week 4, Day 2 Image and narrative

Themes/works Europe: Geometric and Orientalizing Greece (c. 1000-800 BC)

Writing and technologies, depicting myth. Dipylon krater/amphora; votive figurines; Lefkandi heroon; loutherion, Thebes; ‘Chigi olpe’; Aristonothos krater

‘Textbook’ Barringer 2014: 62-76, 89-97, 104-19 (Geometric and Orientalizing periods; pottery)

Essential reading: Osborne 1996: 129-36 (Athenian figurative scenes), 161-4, 167-8 (uses of the oriental); Osborne 1998: 23-37 (figures and narrative)

Further reading: Dickinson 2006: 136-42, 150-5 (pottery, metals), 206-18 (international exchange); Pedley 1998: 104-32 (Geometric and Orientalizing); Spivey 1997: 69-92 (myth and narrative); Whitley 2001: 90-101 (pottery and diversity), 106-13 (eastern traders), 124-33 (colonies and literacy), 199-204 (pottery and narrative)

Week 5, Day 1 Colonies

Themes/works Europe: Orientalizing and Archaic Magna Graecia and Greece

Pithekoussai (settlement); Poseidonia/Paestum (city and temples); Temple of Artemis, Corcyra, temple plans

‘Textbook’ Barringer 2014: 128-40 (Archaic temples)

Essential reading: Osborne 1996: 197-202 (settlements), 211-4, 259-71 (sanctuaries); Spivey 1997: 98-126 (Corcyra, city relationships)

Further reading: Pedley 1998: 133-7, 149-56 (Architecture), 160-6 (Paestum); Cerchiai et al. 2004: 7-25, 36-54 (Magna Graecia; Pithekoussai, Cumae); Pedley 1990: 21-30, 43-59 (Paestum early settlement, temples); Tsetskhladze and De Angelis 2004: 35-43, 47-57 (Pithekoussai)

Cities and aristocracies (c 700-500 BC)

Week 5, Day 2 International elite values

Themes/works Europe: Orientalizing and Archaic Etruria

International trade and exchange of technology; grave goods assemblages; status of women; rock-cut tombs, Caere; Couple sarcophagi, Caere

‘Textbook’ Tuck 2005: 21-27 (introduction to Etruscans)

Essential reading: Haynes 2000: 50-55, 62-69 (international trade, writing), 75-81 (grave goods) 96-97, 120-6, 133 (status of women); Smith 2014: 36-52 (establishing cities)

Further reading: Bonfante 1986: 66-75 (international trade), 96-106 (art); Liverani 2014: 420-33 (Phoenicians); Osborne 1996: 250-9 (origin of coinage); Osborne 1998: 87-99 (Athenian pots for Etruscan markets); Spivey 1997: 40-52 (Etruria and the East)

Week 6, Day 1 Aristocratic and mercantile elites Visual Analysis 2 due

Themes/works Europe: Archaic and Classical Etruria, Latium and Magna Graecia

Painted tombs, Tarquinia; Pyrgi sanctuary; Portonaccio sanctuary, Veii; Temple of Jupiter, Rome

‘Textbook’ Tuck 2005: 27-44 (Veii, Rome, Tarquinia), 49-59 (Poseidonia)

Essential reading: Barringer 2014: 215-20 (Paestum); Haynes 2000: 174-81, 205-10 (sanctuaries), 221-39 (tomb paintings); Smith 2014: 53-63 (tomb paintings), 64-85 (empire)

Further reading: Magna Graecia: Pedley 1990: 89-94, 102-8 (Tomb of the Diver and Lucanian tombs), 113-20 (Roman Paestum)

Etruria: Bonfante 1986: 76-84 (Punic contacts); 156-62 (painting), 174-98 (tombs, cities, sanctuaries), 232-8 (elite living); Haynes 2000: 214-7, 287-93 (sarcophagi); Spivey 1997: 59-66 (terracotta sculpture), 88-119 (Cerveteri and Tarquinia)

Changing social mobility (600-500 BC)

Week 6, Day 2 New styles of government: tyranny and democracy

Themes/works Europe: Archaic Greece

Kouros and kore figures, experimentation with movement; Black-figure and Red-figure pottery; ‘hekatompedon temple’

‘Textbook’ Barringer 2014: 97-104, 149-59 (Geometric sculpture, kouroi)

Essential reading: Barringer 2014: 159-73 (pots and patrons), 174-8 (acropolis); Osborne 1998: 75-85 (kouros and kore), 99-110, 135-9 (pottery)

Further reading: Hurwitt 1999: 99-102, 107-15 (Acropolis); Ling 2000: 62-77 (pottery techniques); Osborne 1996: 283-6 (Peisistratids); Pedley 1998: 168-83, 217-21, 229 (sculpture), 186-91, 193-9 (pottery); Spivey 1997: 148-59 (acropolis temple, Athena); Whitley 2001: 204-13 (symposium), 213-23 (sculpture)

Week 7, Day 1 Civic and Pan-Hellenic sanctuaries

Themes/works Europe: Archaic and Classical Greece

Heraion (Perachora, Argos), Epidauros, Delphi, Olympia

‘Textbook’ Barringer 2014: 143-9 (Delphi), 204-14 (Olympia)

Essential reading: Barringer 2014: 76-89 (Geometric sanctuaries and temples); Bourke 2008: 200-1, 212-13 (Middle East); Osborne 1998: 117-28 (politics and sanctuaries), 169-74 (Olympia)

Further reading: Pedley 1998: 156-60 (treasuries), 203-9 (Olympia), 283-5 (Epidaurus); Osborne 1996: 202-14, 243-50 (Delphi, sanctuaries); Spivey 1997: 211-24 (Olympia); Whitley 2001: 140-50 (votives, sacred places), 156-64, 223-30 (temples), 294-13 (state and PanHellenic sanctuaries)

Visual experience – viewers and architecture (700-400 BC)

Week 7, Day 2 Polis and palace

Themes/works Europe: Archaic and Classical Greece; Near East: Persia

Priene and Athens: agora and theatres; Persepolis palace and apadana

‘Textbook’ Bourke 2008: 216-19, 228-33, 236-7 (Persia, Persepolis)

Essential reading: Barringer 2014: 119-23 (early polis), 179-89 (democracy), 201-4, 249-54 (heroes), 274-82 (urban landscapes); Bourke 2008: 216-19, 228-33, 236-7 (Persia, Persepolis)

Further reading: Camp 1992: 35-40, 57-63 (Athens, historical overview), 90-116 (civic buildings of democracy); Pedley 1998: 260-1, 285-92, 325-9 (Athens, Olynthos, Priene), 294-306 (portraiture); Spivey 1997: 277-83; Whitley 2001: 165-94 (city, hoplites, laws), 313-19 (city layout), 331-41 (politics and democracy), 319-28, 359-63 (house and household, symposium: elite and democratic)

Persia: Curtis 1989: 34-59 (Persians), 60-5 (Oxus treasure); Osborne 1996: 325-8 (Persian impact on Greece); History of the World in 100 Objects: entry 26 (Oxus chariot Model)

Week 8, Day 1 Midterm exam

Details Details on exam format and study aids will be available on Moodle

Week 8, Day 2 Acropolis, Athens

Themes/works Europe: Classical Greece

Parthenon temple and decoration; Erechtheion; Temple of Nike

‘Textbook’ Barringer 2014: 225-48 (Acropolis)

Essential reading: Fullerton 2000: 27-35, 53-9, 79-88 (Parthenon); Bourke 2008: 240-43 (Persian war with Greece); Osborne 1998: 174-84 (Parthenon)

Further reading: Hurwitt 1999: 154-9 (historical overview); Pedley 1998: 240-59 (Acropolis); Spivey 1997: 224-74 (Parthenon); Whitley 2001: 270-79 (sculpture), 279-93 (architecture, pottery), 342-56 (Acropolis); History of the World in 100 Objects: entry 27 (Parthenon sculpture: centaur and Lapith)

Civic representation (500-400 / 400-200 BC)

Week 9, Day 1 Sculpture

Themes/works Europe: Classical Greece

Doryphoros (Polykleitos); Aphrodite of Knidos (Praxiteles); Apoxyomenos (Lysippos); bronze- and stone working technique

‘Textbook’ Barringer 2014: 220-5 (sculptural revolution), 296-9 (nudes)

Essential reading: Osborne 1998: 157-63 (the male figure), 225-35 (involving the viewer)

Further reading: Ling 2000: 18-46 (bronze and stone sculpture techniques); Osborne 1996: 311-4 (democracy and material culture); Pedley 1998: 265-8 (sculpture); Spivey 1997: 306-12 (sculpture)

Week 9, Day 2 ‘World’ cities and ruler representation

Themes/works Europe: Hellenistic world. Depicting kings, making a new ‘world’ city; Portrait of Alexander the Great; mausoleum of Mausolos; Pergamon

‘Textbook’ Barringer 2014: 349-64 (Pergamon)

Essential reading: Barringer 2014: 301-19 (Mausolos, Alexander, Pella); Bourke 2008: 248-65 (Alexander the Great); Pollitt 1986: 97-110, 198-200, 233-5 (Great Altar, Pergamon); Smith 1993: 202-11 (portraiture)

Further reading: Boardman 1993: 150-8 (Hellenistic world: Pergamon, portraiture); Pedley 1998: 292-3 (Mausolos), 295-303 (sculpture, portraiture), 319-21, 332-4 (Pergamon, Kos), 335-9 (Delos, Knidos); Spivey 1997: 317-78 (Mausolos, Pella, Pergamon); Whitley 2001: 401-19 (Mausolos, Macedon, portraiture); History of the World in 100 Objects: entry 31 (Coin with head of Alexander)

Hellenistic Mediterranean (c 300 BC – AD 50)

Week 10, Day 1 Italy and the Greek Hellenistic world

Themes/works Europe: Hellenistic Italy, Egypt 2nd-1st century BC

Sanctuary of Fortuna Primigenia, Praeneste; House of the Faun, Pompeii, Sarcophagus of Lars Pulena, statue of Aule Metele; Theatre of Pompey, Rome; Paris-Munich relief

‘Textbook’ Tuck 2005: 78-94 (Praeneste, Pompeii, Rome)

Essential reading: Barringer 2014: 340-8 (Ptolemaic Egypt), 364-9 (Ai Khanoum, Nemruh Dagh), 370-81 (Delos), 384-9 (Paris-Munich relief); Bourker 2008: 284-5 (Hellenistic world); Dunbabin 1999: 40-43 (Alexander mosaic), 49-52 (Nile mosaic); Ewald and Noreña 2010: 135-60 (Theatre of Pompey);

Further reading: Egypt and the Far East: Riggs 2014: 97-107 (Roman Egypt)

Europe: Coarelli (2007): 520-31 (Praeneste); Cohen 1997: 7-13, 176-82, 187-99 (Alexander mosaic); Gleason 1994 (Theatre of Pompey); Haynes 2000: 362-3; Kleiner 1992: 49-51 (Paris-Munich relief); Kuttner 1993 (Paris–Munich reliefs); Stamper 2005: 84-90 (Theatre of Pompey)

Week 10, Day 2 Rome: world city and new style of government

Themes/works Europe: 1st-century BC/AD Rome

Veristic and Augustan portraiture (Tivoli general, Prima Porta Augustus); Ara Pacis Augustae

‘Textbook’ Tuck 2005: 108-12, 114-124 (portraiture, Ara Pacis)

Essential reading: Bourke 2008: 276-83 (Hellenistic world, Parthians); Clarke 2003: 19-28 (Ara Pacis, Mausoleum, sundial); Fejfer in Borg 2015: 236-43 (Roman portraiture); Rose 2008: 102-23 (Republican portraiture)

Further reading: Rome: Fejfer 2008: 200-7, 262-70 (nudity and ‘realism’), 262-70 (veristic style); Galinsky 1996: 155-64, 164-79 (Augustan portraits); Kleiner 1992: 31-38, 42-46, 61-67 (portraiture), 90-99 (Ara Pacis); Stevenson 1998: esp 47-53 (nudity); History of the World in 100 Objects: entry 35 (portrait of Augustus)

Etruria: Haynes 2000: 386-9 (sedia corsini); Smith 2014: 121 (sedia corsini); Athens: Hurwitt 1999: 264-76 (Pergamon, Rome, Athens on Acropolis)

Patrons and viewers (100 BC – AD 200)

Week 11, Day 1 The Roman house as social theatre

Themes/works Europe: Pompeii, Herculaneum and Ostia: atrium house, peristyle house, medianum house 1st century BC-2nd century AD

House of Neptune and Amphitrite (Herculaneum); House of the Menander, House Sallust, House of the Faun, House of Octavius Quartio, Villa of the Mysteries (Pompeii); House of the Yellow Walls (Ostia)

‘Textbook’ Tuck 2005: 190-94 (Pompeii)

Essential reading: Clarke 1991: 1-19 (space and ritual), 26-29 (insulae), 23-25, 81-85, 95-111, 140-6, 170-207, 243-7 (houses of the Menander, Octavius Quartio, Faun, Mysteries, Neptune and Amphitrite), 305-12, 354-8 (House Yellow Walls); Wallace-Hadrill 2008: 190-208 (private space, country villa)

Further reading: Clarke in Ulrich 2014: 342-56 (form and function of houses); Coarelli 2007: 451-72 (Ostia); Ellis 2015: 584-97 (House Lucretius Fronto); Richardson 1988: 108-11 (Sallust), 115-7, 124-6, 168-70 (Faun), 159-61 (Menander), 171-6, 355-8 (Mysteries), 337-43 (Octavius Quartio); Muth in Borg 2015: 636-9 (house and décor);

Week 11, Day 2 Roman painted interiors - Research Paper Due

Themes/works Europe: Rome, Pompeii, Boscotrecase. Domestic painted programs. 1st century BC-1st century AD

Villa of Livia (Prima Porta, Rome); Farnesina villa (Rome); House of Sallust, House of the Faun, Villa of the Mysteries (Pompeii); Villa of Agrippa Postumus (Boscotrecase)

‘Textbook’ Tuck 2005: 94-105, 132-33 (wall-painting)

Essential reading: Clarke 2005 (domestic painting: fashion/politics); Lorenz in Borg 2015: 252-67 (wall painting); Muth in Borg 2015: 636-9 (house and décor)

Further reading: AA.VV. 1987-88 (Boscotrecase villa); Henig 1983: 96-107 (wall painting); Leach 2004: 137-40 (Farnesina); Ling 2000: 47- 61, 206-16 (painting technique); Stewart 2008: 39-62 (the art of the house); Wallace-Hadrill 1994: 143-74 (luxury and status)

Cosmopolitan Empire (AD 100-200)

Week 12, Day 1 A Globalized world

Themes/works Roman Empire: cosmopolitan styles, international influences. 2nd century AD. Temple of Venus and Roma (Rome), Olympeion (Athens), mummy portraits (Fayum, Egypt), portraiture of Hadrian and Marcus Aurelius

‘Textbook’ Tuck 2005: 214-16, 247-52 (portraiture)

Essential reading: Mols 2003 (Temple of Venus and Rome); Kleiner 1992: 238-42, 261-3, 268-77 (2nd-cent. Portraits in Rome); Smith, R. 1998: esp. 60-63, 90-92 (Hadrianic portrait; carving techniques, context)

Further reading: Camp 1992: 181-96 (Athenian agora in Roman period); Spawforth and Walker 1985: esp 92-93 (Olympieion); Stamper 2005: 184-88, 200-205 (Pantheon), 206-12 (Temple of Venus and Rome); Stewart 2008: 77-80, 89-107 (portraiture); Walker and Bierbrier 2000: 14-16, 17-20 (Egyptian mummy portraits)

Week 12, Day 2 Boundaries of the Roman world

Themes/works Roman Empire: depictions of non-Romans, depictions of warfare and victories, defining a Roman world. 1st-2nd century AD

Arch of Titus; Column of Trajan, Column of Marcus Aurelius (Rome); Statue of Hadrian (Hierapytna, Crete)

‘Textbook’ Tuck 2005: 215, 225-30, 253-60 (sculture)

Essential reading: Kleiner 1992: 154 (Orange), 212-23 (Forum of Trajan), 230-2 (Adamklissi), 241 (Hierapytna statue), 295-301 (column of M. Aurelius); Pirson 1996: esp 142-52,158-68, 171-7 (Column M. Aurelius)

Further reading: Clarke 2003: 28-41, 42-53 (Columns of Trajan, M. Aurelius); Davies 2000: 127-35, 165-71 (Columns of Trajan/M. Aurelius); Richmond 1967 (Adamklissi)

Reconfigured images (AD 200-400)

Week 13, Day 1 Traditional images – new meanings

Themes/works Europe, Africa and the Near East: 3rd-century AD Rome, Leptis Magna and Dura-Europos.

Arch of the Argentarii, Baths of Caracalla (Rome); Arch of Septimius Severus (Leptis Magna)

‘Textbook’ Tuck 2005: 274-87, 296-300 (Rome, Leptis Magna)

Essential reading: Elsner 2005 (Arch of Argentarii); Zanker in Ewald and Noreña 2010: esp 61-66, 75-81, 84-87 (imperial baths); Kleiner 1992: 329-37, 338-39, 340-3 (Arch S. Severus, Arch Argentarii, Bath Caracall, Leptis Magna)

Further reading: Boardman 1993: 297-304 (late Roman art); Hannestad 1986: 262-7, 270-83 (Arch S. Severus, Leptis Magna, Arch Argentarii); Ling 2000: 217-29 (Dura-Europos); Piranomonte 2012 (Baths of Caracalla); Sear 1972: 194-200 (Leptis Magna)

Week 13, Day 2 New images – remaining Roman

Themes/works Europe: 4th-century AD Rome. A new style of emperor, domus layout. Portrait of Constantine, Arch of Constantine, late Roman elite domus (Piazza Armerina)

‘Textbook’ Tuck 2005: 322-26, 335-37, 340-46 (Pza Armerina, Constantine)

Essential reading: Clarke 2003: 56-67 (Arch of Constantine); Dunbabin 1999: 130-43, 304-16 (Pza Armerina, context); Smith 1985: 219-21 (Constantine); Varner 2008: 146-52 (Constantinian portrait)

Further reading: Kleiner 1992: 438-41, 444-55 (portrait, arch of Constantine); Hannestad 1986: 318-32 (Arch & portrait of Constantine); Muth in Borg 2015: 639-56 (late imperial house and décor). Peirce 1989 (Arch of Constantine); Smith in Henig 1983: 121-34 (mosaics); Wright 1987 (Constantinian portraiture)

Week 14, Day 1 Review

Discussion of course themes

Week 14, Day 2 Review

Discussion of course themes

Final exam: TBA