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JOHN CABOT UNIVERSITY

COURSE CODE: "AH/CL 352H"
COURSE NAME: "Rome in the Age of Augustus (This is an honors course and carries 4 semester hours of credit; NB: Minimum 3.5 CUM GPA required)"
SEMESTER & YEAR: Fall Semester 2012
SYLLABUS

INSTRUCTOR: Hansen Inge
EMAIL: [email protected]
HOURS: MW 11:30-12:45
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: One previous course in Art History
OFFICE HOURS: By appointment

COURSE DESCRIPTION:
The course examines the dynamic and culturally vibrant period linked to the reign of Rome’s first emperor, Augustus.
It examines how the change from a Republic to a Principate was articulated in contemporary visual culture: from public works, to luxury goods, to funerary/domestic imagery. Fundamental is the examination of the change in value systems and the radical redefinition of Roman moral, cultural and artistic identities that characterizes this period.

•  The course will foster a firm understanding of developments and traditions in the history of the late Republic and early Principate. The aim is to develop an awareness of cultural characteristics and an ability to analyze trends and changes.
•  The course will provide students with an in-depth knowledge of key monuments and artworks of the period in question, and their multifaceted connotations. The aim is develop a contextualized appreciation of the visual and artistic culture of a multifaceted, cosmopolitan world.
•  The course will introduce students to discourses of cultural diversity and acculturation, as well as to response and reception of the ‘foreign’. The aim is for a nuanced appreciation of the construction of identity in a multicultural world.
•  The course will familiarize students with the rhetoric of spaces and styles, and the inherent narrativity of objects, and furnish them with the methodologies to interpret these. The aim is for an awareness of spaces as dynamic stages of social interaction and an understanding of the impact of patronage and viewing.
•  The course will present students with works of diverse patronage and consider the transmission of inspiration and influence (rather than propaganda). The aim is to further understanding of the impact of patronage and of social participation in the shaping of a new Augustan image.

SUMMARY OF COURSE CONTENT:
The course focuses on a close reading of the period 44 BC-AD 14, corresponding to the political career of Octavian/Augustus. Central is the examination of the dynamic cultural and moral landscape of this period – and evolution of a new political format. This will be framed, first, by an examination of the character of late Republican art in Rome for a contextualized appreciation of the complex visual world shaping the Augustan imagery; second, by investigations of the impact of the Principate, and the engagement with the new visual modes among various social groups in Rome and in the provinces.

Three central themes will be examined in discussion throughout the course:
•  The re-interpretation of the past as a vehicle for the future.
How can Augustus claim to restore the Republic while establishing a new political set-up? How is the rivalry between Octavian/Augustus and Marcus Antonius ‘mythologized’ post-31BC? How is the distant past incorporated into a new Rome?
•  The imaging of a new Rome.
How is Roman identity visualized – in self-representation and through contrast with the non-Roman? How is the city of Rome visualized – as a world city and as a ‘moral museum’?
•  Participation and acculturation.
Is honouring the princeps more than ‘imperial cult’? Can we read domestic art as a mirror of social realities? How do different social classes, and different cities, engage with the new imagery of the period?

LEARNING OUTCOMES:
Proficiencies
Ability to analyze – and contextualize – characteristics of ancient cultures over time     
•   Understanding of key aspects of early imperial Roman art and its reception of Greek art – and ability to analyze motives in their creation and reception     
•   Ability to identify trends and long-term developmental aspects, as well as to follow the complex reasoning inherent in their particular discourses     
•   Awareness of cultural individuality and cross-cultural inspirations – within and between cultural and social groups
Ability to analyze art, architecture and material culture as primary sources     
•   Awareness of the impact of form, style, medium and material, and ability to interpret diverse artistic media and their impact     
•   Familiarity with relevant historical, art historical and architectural terminology and ability to deploy these with precision and to effect     
•   Understanding of the context of public and private art and architecture – and the ability for comparative analyses of these as expressions of culture and acculturation
Ability to articulate interests and developments as affected by cultural factors     
•   Awareness of avenues of engagement with new forms and the motivations for doing so among diverse social groupings, including the relationship between ruler and community     
•   Appreciation of directions of artistic inspiration – and of the expression of provincial and non-elite participation in a dominant culture
Ability to analyze the construction and articulation of cultural identities     
•   Ability for analyzing material culture as dynamic interactions of inspiration, response and emulation – not simply imperialism or control     
•   Awareness of how the image of the ‘other’ is changeable and shaped by a perception of ‘self’ and sense of position within a wider world     
•   Ability to see the selectivity in adoption of non-traditional forms, and a capacity for identifying a permanence of cultural outlook/identity within mutable artistic forms and foreign inspirations

Skills
Communicative skills – writing and oral competence     
•  Term paper: Skills of organization of material, focus on topic, and nuance in discussion     
•  Exams: Aptitudes for contextualization and nuanced discussion of works, as well as for focused presentation of data     
•  Class presentations: Skills of public speaking (presentation of material, development of argument, illustration of evidence) and didactic methods (engaging audience through description, posing questions, responding to answers)     
•  Participation: Skills of formulating reviews and analytical responses; participating in debates; posing questions
Cognitive skills – critical thinking and interpretation     
•  Class presentation: Skills of evaluation and consideration of evidence; analysis of information gathered from observation; and skillful reflection on significance     
•  Participation: Skills of reasoned consideration of evidence and methods; willingness to adapt/revise ways of thinking; and openness to alternative perspectives     
•  Term paper and exams: Development of subtlety, nuance and engagement in the approach to the topic at hand     
•  Lectures and class presentations: Adeptness at visual analysis. That is, the formal analysis of an object, the contextualization of this in space and history, and the formulation of an interpretative thesis, as well as ability to draw out observations on the cultural outlook, norms and histories that inform the making of the object
Collaborative and shared inquiry skills     
•  Lectures and participation: Development of investigative response-skills; collaborative contributions; and open debate – ability to test, explore and communicate complex ideas     
•  Class presentations: Skills of thoughtful dialogue; sharing of observations; and active contribution to an academic milieu
Investigative skills and evaluation of data     
•  Term paper and class presentations: Skills of using and evaluating secondary texts of diverse focus, specialism and target audience; as well as of interpreting both the inherent interests of these and the arguments presented     
•  Lectures and participation: Skills of evaluation of context, impact and patronage of objects and spaces

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
The Power of Images in the Age of AugustusZanker, PaulUniversity of Michigan Press (1990)978-0-472-08124-0N5760 .Z36    
REQUIRED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Roman Art in ContextD’Ambra, E. (ed.)1993-N5760 .R64 
Death and the EmperorDavies, P.2000-NB1875 .D38 
Representations of War in Ancient RomeDillon, S and Welch, K. (eds)2006-NX650.W3.R47 
Rome the CosmopolisEdwards, K. and Woolf, G. (eds)2003-DG63.R65 
The Urban Image of Augustan RomeFavro, D.1996-DG69.F38 
Cambridge Companion to the Age of AugustusGalinsky, K. (ed.)2005-DG279.C35 
Roman Art and Imperial PolicyHannestad, N.1986-N5763.H3513 
Roman SculptureKleiner, D.E.E.1992-NB115 .K57 
Augustan RomeWallace-Hadrill, A. 1993-DG279 .W35 
Portraits of LIviaBartman, E.1999-NB165.L58B37 
Art in the Lives of Ordinary RomansClarke, J.2003-N72.S6C58 
Augustan Culture, an Interpretative IntroductionGalinsky, K.1996-DG279.G17 
Polykleitos, the Doryphoros and TraditionMoon, W.G.2002-NB101.P63 
The Architecture of Roman TemplesStamper, J.2005-NA323 .S73 
Ancient Rome. The Archaeology of the Eternal CityCoulston, J. & Dodge, H.2000-DG63.A57 

RECOMMENDED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
The Cambridge Companion to the Roman RepublicFlower, H.I. (ed)2004-DG235.C36 
A Companion to the Roman RepublicRosenstein, N. and Morstein-Marx, R. (eds)2006-DG235.C65 
Rome’s Cultural RevolutionWallace-Hadrill, A.2008-DG77.W35 
Role Models in the Roman WorldBell, S. and Hansen, I.L. (eds)2008-DG78 .R56 
Typology and Structure of Roman Historical ReliefTorelli, M.1982-NB133.T57 
Roman Portraits in ContextFejfer, J.2008-NB115.F45 
The Roman TriumphBeard, M.2007-DG89.B43 
Dynasty and Empire in the Age of AugustusKuttner, A.1995-DG279.K88 
Art in the Hellenistic AgePollitt, J.J.1986-N5630.P55 
Cleopatra of EgyptWalker, S. and Higgs, P. (eds)2001-DT92.7.C55 
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Term paperResearch paper (10 double-spaced pages, exclusive of bibliography and illustrations)25%
Final examIdentification and analysis of individual works, and analytical essays25%
Three class presentationsShort research presentations delivered to class (each worth 10%)30%
ParticipationExchange of ideas and contribution to the academic environment of the classUngraded
Mid-term examIdentification and analysis of individual works, and analytical essay20%

-ASSESSMENT CRITERIA:

Grade A characteristics:
Work 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.

Grade B characteristics:
This is highly competent level of performance and directly addresses the question or problem raised. There is a demonstration of some ability to critically evaluate theory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture and reference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.

Grade C characteristics:
This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings only. The work may have some significant structural flaw, absence of information or research background, or too casual and imprecise a treatment, or contain only a minimum of interpretation.

Grade D characteristics:
This level of performances demonstrates that the student lacks a coherent grasp of the material, fails to support its argument with sufficient evidence, indicates a hasty or unconsidered preparation, and/or fails to fulfil the assignment in some way. 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.

Grade F characteristics:
This 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
• All scheduled classes are mandatory; absences will be noted. Please refer to the university catalogue for the attendance and absence policy
• All classes start promptly at 11.35 am; late arrival will be noted. You are expected to have dealt with food, drink and bathroom needs before class.
• Make-up work is not offered, except in exceptional circumstances and after consultation with the Dean of Academic Affairs.

Revision aid
• An overview of works studied, and thematically organised questions to help you organise your notes and gain an overview of the material, will be posted on MyJCU in advance of each exam.

Changes to / cancellation of class
• Changes, additional course information, etc. will be posted on MyJCU. Please check this regularly and, certainly, in advance of each class.
• In case of unavoidable cancellations of class, notification will be posted at the front desk at both Tiber and Guarini campuses. A suitable date and time for a make-up class will subsequently be established.
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

1. Mon. Sept. 3           Introduction to the course 
Course requirements, logistics, etc.
Assigned reading:       None


2. Wed. Sept. 5           Art and identity: Athens and Pergamon
Parthenon, Athens; Great Altar of Zeus, Pergamon; civic identity, tradition and the impact of the alien
Assigned reading:       Familiarity with the syllabus; Zanker 1988: 1-5


3. Mon. Sept. 10         Republican Rome I: spectacle
Spectacles of achievement: the triumph, the aristocratic funeral, ancestral portraits
Assigned reading:       Zanker 1988: 11-18


4. Wed. Sept. 12      Republican Rome II: display
Displays of conquest: Theatre of Pompey, Portico of Metellus, impact of art/war spoil
Assigned reading:    Zanker 1988: 18-25


5. Mon. Sept. 17         Republican Rome III: code switching
Hellenistic influence in Rome. Paris–Munich reliefs; Tivoli general; school of Pasiteles; nudity
Assigned reading:       Zanker 1988: 5-11


6. Wed. Sept. 19         Caesar’s new Rome?
Forum of Caesar; mythological ancestry; portraits of Pompey and Caesar
Assigned reading:       Stamper 2005: 90-102 (Forum of Caesar)


7. Mon. Sept. 24         Rival images I: family relationships and divine associations
Mausoleum of Augustus; links with Caesar; divine associations; Antony and Cleopatra
Assigned reading:       Zanker 1988: 57-65, 72-77, 145


8. Wed. Sept. 26         Rival images II: Octavia, Cleopatra, Livia
Portico Octaviae; marriage and politics; role and imaging of women: Octavia, Cleopatra and Livia
Assigned reading:       Kleiner 1992a: 75-78 (female portraiture)


9. Mon. Oct. 1            Rival images III: mythologized victory
Temple of Apollo Palatine; Prima Porta garden fresco
Assigned reading:       Zanker 1988: 65-71


10. Wed. Oct. 3          Triumph, morality and new powers
Temple of Divus Julius; clipeus virtutis; award of name of Augustus
Assigned reading:       Zanker 1988: 85-98


11. Mon. Oct. 8          A new image I: portraiture
Republican veristic styles; portraiture of Augustus and Livia
Assigned reading:       Zanker 1988: 8-11, 98-100, 128-9, 162-66


12. Wed. Oct. 10        A new image I: dress codes and moral legislation
Statues of Augustus from Via Labicana and Prima Porta, the Roman toga, stola; Augustan moral legislation
Assigned reading:       Zanker 1988: 128-9, 162-66


13. Mon. Oct. 15        Review class
Overview and discussion of course content
Assigned reading:       Pose 3-5 questions, based on your revision study, for which you would like clarification and further detail


14. Wed. Oct. 17        Midterm exam


15. Mon. Oct. 22        Pietàs I: triumph of morality
Horologium/sundial, Ara Pacis (Roma/Pax reliefs) Victoria, Boscoreale cups
Assigned reading:       Zanker 1988: 85-98, 143-4, 198, 227-30


16. Wed. Oct. 24        Pietàs II: shared morality
Priesthoods, Ara Pacis (procession reliefs), state morality and artistic styles
Assigned reading:       Zanker 1988: 51-53, 101-4, 118-23, 172-83, 239-54


17. Mon. Oct. 29        Agrippa
Pantheon; Agrippa’s Campus Martius
Assigned reading:       Zanker 1988: 139-43, 153-62


18. Wed. Oct. 31     History and tradition I: father figure
Forum of Augustus; Ara Pacis (Aeneas/Romulus reliefs)
Assigned reading:       Zanker 1988: 192-215


19. Mon. Nov. 5         History and tradition II: spolia opima
Parthian standards; Temple of Mars Ultor; Temple of Jupiter Feretrius
Assigned reading:       Zanker 1988: 101-14


20. Wed. Nov. 7         No class (details of make-up class to be established)


21. Mon. Nov. 12       History and tradition III: dynastic programmes
Augustan Forum Romanum; Temple of Concord; Porticus Liviae
Assigned reading:       Zanker 1988: 79-82, 137-9, 110-12, 215-23


22. Wed. Nov. 14       Barbarians as stakeholders
Parthian Arch, Augustus from Prima Porta, Parthians and Gauls
Assigned reading:       Zanker 1988: 183-92, 215-18


23. Mon. Nov. 19       Elite as stakeholders I: building dedications
Temple Apollo Sosianus, Temple Saturn, Building of Eumachia
Assigned reading:       Zanker 1988: 65-71, 316-23


24. Wed. Nov. 21       Elite as stakeholders II: cameos (term paper due)
Cameo of Livia with divus Augustus, Gemma Augustea, Grand Camée de France
Assigned reading:       Zanker 1988: 230-8


25. Mon. Nov. 26       Freedmen as stakeholders
Funerary reliefs of freedmen; neighbourhoods/vici of Rome
Assigned reading:       Kleiner 1992a: 78-80, 105-9, 147-8


26. Wed. Nov. 28       Provincial cities as stakeholders
Sebasteion at Aphrodisias, monopteros of Rome and Augustus, Athens
Assigned reading:       Kleiner 1992a: 158-61


27. Mon. Dec. 3          Rome as a world city
The image of Augustan Rome
Assigned reading:       Zanker 1988: 172-83, 335-9


28. Wed. Dec. 5          Review class
Overview and discussion of course content
Assigned reading:       Pose 3-5 questions, based on your revision study, for which you would like clarification and further detail


29/30. Dec. 9-14         Final exam
Date, time and place to be announced