Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "AH 290-3"
COURSE NAME: "Ancient Rome and Its Monuments"
SEMESTER & YEAR: Summer Session I 2015

SYLLABUS

INSTRUCTOR: Lila Yawn
EMAIL: [email protected]
HOURS: TTH 2:00PM 5:45PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: On-site; activity fee: €40 or $52
OFFICE HOURS: by appointment

COURSE DESCRIPTION:
Rome City Series - This on-site course considers the art and architecture of ancient Rome through visits to museums and archaeological sites. The course covers the visual culture and architecture of Rome beginning with the Iron Age and ending with the time of Constantine. A broad variety of issues are raised, including patronage, style and iconography, artistic and architectural techniques, Roman religion, business and entertainment. STUDENTS SHOULD NOT REGISTER FOR BOTH AH190 and AH290.

SUMMARY OF COURSE CONTENT:

This section of AH290 focuses on art and architecture as evidence for daily life in ancient Rome. Through the direct study of archeological sites, buildings, sculptures, paintings, ceramics, and other objects, accompanied by directed readings of ancient sources in translation, the course assists students in cultivating a vivid vision of ancient Rome and the lives of its inhabitants—their material surroundings, social ogarnization, work lives, religious practices, and leisure activities. All class meetings, except for those for the midterm and final examinations, take place at archaeological sites and museums in or near Rome.

LEARNING OUTCOMES:

In this course students will learn to:

Describe the basic chronology and topography of monumental and visual culture in ancient Rome, citing, dating, and analyzing specific examples.
Discern how ancient Romans worked, governed, practiced their religion, communicated, educated their children, procured the necessities of life, and entertained themselves, and how those practices shaped and were shaped by the material-monumental environment.
Analyze primary sources -- ancient Roman texts, monuments, imagery, objects -- with a critical eye.
Apply methods of art-historical analysis, with special attention to art and artefacts as evidence for social history.

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Rome and Environs An Archaeological Guide, Updated Edition	Filippo Coarelli	University of California Press	9780520282094	Reference Books DG62 .C623; Reserves DG62 .C623
As the Romans Did: A Sourcebook in Roman Social History Second Edition	Jo-Ann Shelton	Oxford University Press	ISBN-10: 019508974X ISBN-13: 978-0195089745	Reserves HN10.R7 S45

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Midterm examination	Consists of the top five out of seven quiz scores. In other words, seven quizzes will be administered through the term and lowest two scores for each student dropped. Quizzes consist of variable combinations of image identifications, short answer and multiple choice questions. See spreadsheet of class meetings for specifications regarding preparatory readings and subject matter covered on each quiz.	30
Research project	Components: Description and preliminary bibliography; final narrative paper of 2000 words (6-7 double-spaced pages) of text, with all sources cited both in footnotes (no parenthetical in-text citations, please) and in a full bibliography.	25
Final examination	Written, in-classroom, closed-book exam made up of monument identifications, short-answer and multiple choice questions, and an essay.	30
Professionalism	Assiduous individual note-taking; punctuality; preparation; collegiality; clear and constant engagement; well-informed and thoughtful comments, questions, and contributions to group problem-solving; voluntary independent visits to ancient Roman monuments; contributions to the intellectual life of the class over and above the basic course requirements.	15

-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 at all class meetings is mandatory. For students attending all class meetings, the lowest three (rather than two) quiz scores will be dropped in calculating the final average.

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

No	Mo	Day	Meeting Point	Themes	Monuments	Preparatory readings	Activities and assignments
1	5	26	JCU, Guarini Campus, G.K.G.3	Review of syllabus; Introduction to Roman Social History and Topography	Tiber Island & Forum Boarium	Shelton, Preface
2	5	28	Capitoline Square (Piazza del Campidoglio), at the equestrian statue of Marcus Aurelius	Social Structure; Roman State Religion; Capitoline Hill	Temple of Jupiter Optimus Maximus and the collections of the Capitoline Museums	Readings for Quiz 1: SHELTON, INTRODUCTION (pp. 1-3), CH. 1: THE STRUCTURE OF ROMAN SOCIETY (pp. 4-8, 11-15) & CH. 15: RELIGION, through section on RITUAL (pp. 359-384); COARELLI, INTRODUCTION (pp. 1-9) and CAPITOLINE (pp. 28-41)	QUIZ 1, which will focus on: CLASS STRUCTURE: What were the different levels in ancient Roman society? What determined a person's social level? How did the system change over time? THE ROMAN STATE RELIGION: What were its main beliefs and practices? How did it differ from modern religions? CAPITOLINE HILL: What were the hill's chief areas and monuments? What were their main functions (i.e. how were they used)? Be able to identify the buildings indicated in the ground plans and drawings on Coarelli, pp. 28, 33, and 37.
3	6	4	Entry to the Roman Forum in Via dei Fori Imperiali, across the street from the intersection with Via Cavour. NB: This is not quite half way between Piazza di Venezia and the Colosseum on the right side of the street if you are walking toward the Colosseum from Piazza di Venezia.	Roman Government & State Religion; the Roman Forum	Forum Romanum	Readings for Quiz 2: SHELTON, CH. 10: GOVERNMENT & POLITICS (entire) and CH. 15, sections on "Officers of the State Religion" and "Deification"; COARELLI, ROMAN FORUM (pp. 42-101, esp. pp. 42-89).	QUIZ 2, which will focus on: GOVERNMENT & PRIESTHOODS: What were the three successive governmental systems in ancient Rome (for help see Shelton, pp. 453-456)? When were they in effect? (Know the dates.) What were the main political offices and bodies and how were people chosen for them? What were the main priesthoods? What roles did they play in government? DEIFICATION: What did it mean to the deified? When did the practice begin? THE ROMAN FORUM: What were the principal areas and monuments? What did they look like? What were their individual functions? When and how did they develop down to the time of Julius Caesar (died 44 BCE)? Study especially the: Comitium, Curia, Temple of Saturn, Rostra, Basilica Iulia, Temple of the Castors, Temple of Divus Iulius, Temple of Vesta, House of the Vestal Virgins, and Via Sacra. Be able to locate those monuments on a ground plan of the forum and to identify them from the other drawings in Coarelli.
4	6	9	Front entrance of the Museo Nazionale Romano of Palazzo Massimo alle Terme. Largo di Villa Peretti, 1, near Termini train station	Families; Houses; Burial; Personal and Mystery Religions; Commerce	Sculpture, painting, and more in the Roman National Museum: Palazzo Massimo alle Terme; Museo delle Terme	Readings for Quiz 3: SHELTON, CH. 4: HOUSING AND CITY LIFE, "Single-Family Houses in the City" (pp. 59-top of 63 - pay special attention to the footnotes on pp. 61-62) and "Housing in Rural Areas" (pp. 71-78); CH. 5: PERSONAL CONCERNS, from "Life Expectancy" through "A Funeral Club" (pp. 90-98); CH. 15: RELIGION, from "Religions from the East" through "Curse Tablets" (pp. 391-420); and APPENDIX II: ROMAN MONEY (p. 452). See also the online study guide, with images.	QUIZ 3, which will focus on: ELITE HOUSING: In what sorts of buildings did upper-class Romans live? Were there separate spaces for different activities? If so, what did the Romans call those spaces (See footnotes on Shelton, pp. 61-62; know the terms)? DEATH & BURIAL: Where were the dead buried in ancient Rome and why? How did non-wealthy Romans provide for their own funerals and burials? IMPORTED & MYSTERY RELIGIONS: What were the main religions that ancient Romans could choose to practice? What did the various religions in question have in common? Were they all treated equally by the Roman state? MONUMENTS: Be able to identify and date the following monuments from photographs (see image file in MyJCU): the Garden Room from the Villa of Livia at Prima Porta; paintings from the Columbarium of Villa Pamphilj; paintings from the ancient Roman Villa of the Villa Farnesina in Trastevere
5	6	11	Front steps of the Ara Pacis, at the fountain, Lungotevere in Augusto, near Piazza Augusta Imperatore	The Imperial Cult	Mausoleum of Augustus; Ara Pacis Augustae; Column of Marcus Aurelius, Temple of Hadrian; Castel Sant'Angelo (time allowing)	Readings for Quiz 4: COARELLI, CAMPUS MARTIUS - "Historical Notes" (pp. 261-266), "The Northern Campus Martius" (pp. 296-304); and "The Mausoleum of Hadrian" (pp. 360. See also the online study guide, with images.	QUIZ 4, which will focus on: the monuments covered in the readings - their ground plans, elevations, decorations, and functions. Be able to identify and date the following MONUMENTS from photographs, as well as ground plans and reconstruction drawings (see image file in MyJCU): the Ara Pacis Augustae; the Mausoleum of Augustus; the Augustan Horologium (Meridiana); the Column of Marcus Aurelius; the Mausoleum of Hadrian (Castel Sant'Angelo)
6	6	12	Capitoline Square, at the statue of Marcus Aurelius	Research projects: evidence for the lives of ordinary Romans	Funerary monuments in the Capitoline Museums; JCU Frohring Library	DESCRIPTION & RESEARCH PROJECT - introduction & information-gathering session. To prepare, read: SHELTON, CH. 8: SLAVES, & CH. 9: FREEDMEN AND FREEDWOMEN	BEGIN DESCRIPTION & RESEARCH PROJECT: choose one of the allowed funerary monuments in the Capitoline Museums. Describe the object in detail, and write a fully footnoted research paper (2000 words of text) in which you attempt to imagine, based on scholarly research, the likely life (social class, activities, living environments, etc.) of the person the object represents. What biographical details can be extracted from the monument itself? What else can be hypothesized about the deceased's life experiences based on the period and social category to which he or she belonged? Further instructions will be distributed separately.
7	6	16	Piazza della Rotondo, at the fountain	Architecture, ritual, and entertainment in the Southern Campus Martius	Pantheon, Temples of Torre Argentina, Theater and Quadriporti-cus of Pompey, Stadium of Domitian	Readings for Quiz 5: COARELLI: "The Southern and Western Campus Martius" (pp. 266-296); SHELTON: CH. 14; LEISURE & ENTERTAINMENT, esp. "Leisure Activities" through "Baths" (pp. 309-314) and "Theater Events" (pp. 346-348.	QUIZ 5, which will focus on: BATHS & THEATERS - basic factual material, including the names and functions of the different rooms in a Roman bath (e.g. on Shelton, p. 312); the MONUMENTS covered in Coarelli - their ground plans, elevations, decorations, and functions. Be able to identify the monuments of the southern and western Campus Martius on a ground plan of the area (see Coarelli, p. 276). Also be able to identify and date the following monuments from photographs and drawings (see image file in MyJCU): the Pantheon; Stadium of Domitian; Theater and Quadriporticus of Pompey; Theater of Marcellus; Porticus of Octavia. Also on this date: Submit research paper bibliography in print.
8	6	18	Arch of Constantine	Public Spectacle: Triumphs & the Arena. Time allowing: the imperial place complex on the Palatine	Domus aurea (from drawings); Via Sacra; Arch of Titus, Basilica of Maxentius and Constantine; Temple of Antoninus Pius & Faustina; Colosseum	Readings for Quiz 7: COARELLI, ROMAN FORUM from "The Temple of Antoninus and Faustina" through "The Temple of Venus and Roma" (pp. 92-99) and VALLEY OF THE COLOSSEUM through "The Ludus Magnus" (pp. 159-172); SHELTON, CHAPTER II: THE ROMAN ARMY, section on "A Triumph" (pp. 251-252) ; CHAPTER 14, section on "Arena Events" (pp. 348-358)	QUIZ 6, which will focus on: the MONUMENTS covered in Coarelli, esp. the Colosseum, Ludus Magnus, Arch of Titus and its relief sculptures. Be able to identify and date these monuments from photographs, ground plans, and elevation drawings (see image file in MyJCU). Also covered: basic factual material from Shelton and on-line material regarding arena events and triumphs.
9	6	23	Entrance to the Roman Forum in Via di San Gregorio	House, Circus, Bath	Roman Houses of Santi Giovanni e Paolo, Circus Maximus, Baths of Caracalla	Readings: SHELTON, CH. 4, from "Apartments" to "Neighbors" (pp. 63-71), and CH. 14 section on "Circus Events" (pp. 337-345), COARELLI, "City Walls (pp. 10-27); "Temple of Divus Claudius" and "House of SS. Giovanni e Paolo" (pp. 217-223); "Circus Maximus and Baths of Caracalla" (pp. 321-331).	Descriptive & Research papers due at the beginning of class, in print.
10	6	25	The Column of Trajan (freestanding column across the street from the Victor Emmanuel Monument)	The Imperial Fora and Cult	Imperial Fora, including Trajan's Column and Markets	Readings for Quiz 8: COARELLI, IMPERIAL FORA (pp. 103-128)	QUIZ 7, which will focus on: MONUMENTS in COARELLI, IMPERIAL FORA (pp. 103-128). Be able to identify each imperial forum and its main components on a ground plan (see p. 102-103), to specify when the forum was built and by which emperor, and to discuss the impetus (e.g. triumph) that prompted its construction.
FINAL EXAM	6	26	FINAL EXAM, time & room TBA by JCU				Final examination