Arch of Titus, Roman Forum, Rome, 82 CE
Roman Art and Archaeology
ARTH234
Tracy Hamilton
Office Hours TR 9-10 and by appointment
Course Goals:
We will meet twice weekly in PA 12. This course will present the art and architecture of Etruria, the Roman Republic, the Roman Empire, and the Late Antique Mediterranean. By the end of the class, students must be able to identify and discuss the material culture of Rome as it relates to the historical circumstances in which it was produced. Students will be expected to know major monuments and understand them in terms of their stylistic development and historical context. They must also be able to interpret data meaningfully and independently in presentation and written work.
Textbooks:
Fred Kleiner, A History of Roman Art, Enhanced Edition (Boston: Wadsworth Publishing, 2010).
ISBN-10: 0495909874
ISBN-13: 978-0495909873
Peter Brown
The World of Late Antiquity: AD 150-750 (Library of World Civilization) (New York: W. W. Norton & Co., 1989).
ISBN-10: 0393958035 ISBN-13: 978-0393958034
Optional Texts:
Penelope Davis, Death and the Emperor: Roman Imperial Funerary Monuments from Augustus to Marcus Aurelius (Austin: University of Texas Press, 2004)
ISBN-10: 0292702752
ISBN-13: 978-0292702752
Jas Elsner, Imperial Rome and Christian Triumph: The Art of the Roman Empire AD 100-450 (New York: Oxford History of Art, 1998).
ISBN-10: 0192842013
ISBN-13: 978-0192842015
Lauren Hackworth Petersen, The Freedman in Roman Art and Art History
(Cambridge: Cambridge University Press, 2011).
ISBN-10: 1107603595
ISBN-13: 978-1107603592
Paul Zanker, The Power of Images in the Age of Augustus (Ann Arbor: University of Michigan Press, 1990)
ISBN-10: 9780472081240
ISBN-13: 978-0472081240
ASIN: 0472081241
Assignments:
These assignments are meant to develop different elements of how you perceive the Roman world.
****** When submitting all assignments, please begin the file name with your last name. For example, my first paper would be titled "Hamilton Critical Thinking Essay 1."
You will each give one oral presentation to the class:
Each of you will present on a topic from our readings during the semester scheduled according to your topic’s place in the syllabus. Your presentation will focus on a theme, object, personality, or question you may have about your current readings and will fit into the scope and chronology of the class (although you may find relevant comparisons that take you outside of those parameters). In addition to writing a short three- to five-page textual essay, your presentation will involve crafting a visual essay.
Think of a visual essay as the mirror of a written essay where the text is made of images rather than words. You may choose Prezi, Keynote, the OIV, or even PowerPoint as the platform for these presentations.
This textual essay (also known as a research paper) should be three to five-pages in length, and contain a thesis that clearly states the problem or topic under analysis. In addition, you must incorporate and cite at least four credible sources. Ideally these sources will introduce divergent viewpoints that both support and question your thesis as well as your own assumptions. Rather than merely summarizing these differing points of view, in this paper you should also recognize the complexities of this evidence or these perspectives, prioritize them, and state any consequences they provide. You should evaluate and synthesize your evidence in a logical order throughout your paper as well as in your conclusion.
As part of crafting an accurate and discussion-worthy paper and presentation we will learn to access a variety of sources, including journal articles, and books, as well as more generic sources such as Oxford Art Online. The inclusion of both primary and secondary sources is the sign of a well-developed paper. Sometimes finding sources requires creative searching, so please take advantage of the fact that, in addition to me, Lisa Johnson of the library specializes in art historical materials. In fact she has created a library guide just for this course. Stop by and make an appointment with her if you are having trouble.
All online sources must be approved in advance, as there is a great deal of questionable material floating around on the web. Searching for sources has become far easier in the last few years with the advent of JSTOR, Project Muse, and EBSCO (all databases that are available to you via the Cochran Library website). The same holds true for books that can be found online. Also take advantage of FirstSearch (formerly OCLC) as a source of all books and essay collections ever published (both primary and secondary sources). You can fill in the Inter Library Loan form directly from this database, saving you a great deal of time and energy, and it will also tell you if Sweet Briar owns a copy of the book.
Any idea not originally yours must be noted. Either quote or paraphrase (use your own words) these ideas, relying far more on the latter than the former. I know that it can be difficult to convey a point to me in your own words when the author seems to have said it so perfectly, but in almost any career you choose this skill will be required, so start practicing. And I repeat, in either scenario of quotation or paraphrase, you must cite your source, using Chicago Manual of Style or MLA rules Finally, please attach appropriate images and a bibliography with your paper.
Paper Expectations:
An “A” paper makes a complex contribution to the problem it proposes to analyze. It does not simply summarize the problem or illustrate the topic, but shows why thinking about the issues it raises is important. It has a clearly defined analytical thesis which relates to central issues in a text. If it uses quotations from the text, it uses them in support of its argument in a compelling and persuasive way: it explains clearly how chosen textual and visual support relates to the complex ideas of its thesis. It introduces quotations from the text gracefully and often goes out on a limb. It generally surprises and convinces the reader. It may take into account questions which could be raised against its thesis in order to make a more complex argument. It has been flawlessly proofread for errors of spelling, grammar, etc.
A “B” paper does more than summarize; it has a coherent, analytical thesis. References to the text are effective and enhance the persuasiveness of the thesis statement. The paper’s argument is basically coherent. The contribution this essay makes to an issue or network of issues about a text or image is clear, although some of the complexities and implications of the essay’s position may not be fully worked out. It may surprise the reader, but not entirely convince the reader. Alternately, it may convince the reader without any stunning revelations. The organization of the essay is logical and basically unified; transitions provide places for the reader to “catch up” with the argument. The paper has obviously been proofread for typos, spelling, and grammar.
A “C” paper is an embryonic paper: it has fragmented parts that are not coherently assembled. It may be attempting to do too much or to piece together a variety of interesting ideas without arguing for them in any compelling way. It does, however, deal with aspects of the topic chosen and does refer to the text. The thesis may be loose or undeveloped. There is usually a great deal of summary, ideas still need developing, and/or relationships between interpretive ideas and textual or visual evidence need more explicit connections. The contribution this essay wants to make to a specific issue about a specific text or image needs to be clearer. May have errors of punctuation, spelling, diction, and/or syntax. Often a first, unrevised draft.
A “D” paper is one without a unifying topic which rarely, if ever, refers to the text or image. It can also be a paper which is almost entirely summary and has little or no analytical argument—the key difference between a “C” and a “D” paper is that “C” paper has a thesis of some kind while a “D” paper does not. May have errors of punctuation, spelling, diction, and/or syntax. Such papers are often written in a hurry.
An “F” paper is often an incomplete draft or a paper that reflects a total misunderstanding of the assignment.
Creative Projects
Every other week you will hand in a creative response to our readings and discussions. This creative response may take any form your imagination invents; in the past I have received both 2-D and 3-D works, as well as video, poetry, and prose and I am always open to other ideas. If you work in education, you might try to adapt your research to a younger audience, for example. I will not be grading these projects based upon your ability as an artist but, rather, on the amount of time and thought you have put into them, qualities that are quite evident in your final product.
As of late I’ve also had a great deal of success with the blog format that you can use as a journal. Find or make your own images, scan in pictures of a sculpture you make, craft a diary entry, a poem, a song, and post all web links you find useful. One of the app I asked to be installed on your ipad is called Zite. It compiles news topics for you, so you can add maps to your topics and see what comes up as a resource. Of course tumblr is its own world at this point and you will find loads of inspiration there and elsewhere on the web. Blogger has also made great strides as of late.
A few things to think about as you write on your blog. I realize that the format begs for a more casual approach then a term paper you hand in for class, but for the sake of this course, I’d like you to take these points into account as you blog:
- Identify the reading you are reviewing (author, book/article, even chapter name if it helps to clarify your points). I know this is a blog, so I'm not expecting the 5-paragraph essay form, but I'd still love there to be subject/verb agreement, no split infinitives, correct use of possessives (especially it's versus its), and not using "their" when you actually mean "hers." Titles of works of art, like book titles, are italicized.
- For the most part, explain in a short sentence or paragraph why the images you have blogged create or answer questions about or fit with the theme of the class.
- Make yourself blog regularly. Use it as a notebook. In the past students have written notes to themselves to remind them of ideas they have.
- Use it as a place to make connections between the readings, images, and concepts we are studying.
This is a highly effective way for me to see through your eyes, so thanks in advance!
Discussion
Everyone must participate in class discussion. There are a number of factors that go into a productive, inspiring discussion. We all come to any topic with our own points of view. Being self-aware of those perspectives can make or break a conversation. Respectful interaction is equally important. When I speak of respect I mean both that you respect the opinions of others, but also that you allow them to make their views known. It is often the case in a group the size of ours that certain members of the class have more to say than others. This readiness to speak can be due to thorough preparation for class and/or a more outgoing personality. The opposite traits can result in a more quiet member of class. What I would like all of us to promise is that if you are less vocal usually you will do your best to involve yourself in the conversation, and if you are always ready to contribute that you notice this and give others the opportunity to speak first every once in a while. In all, there should be a relative balance in discussion participation.
Mapping Rome Group Project with individual write-up
Working in small groups of students from our class and Professor Walker’s Society and Culture in the Roman Empire as well as some Engineering students, we will research and map out the Flavian monuments of Rome. While the research and plan of the projects will occur with others, your summary of this project will be submitted individually. Please follow the above parameters for the textual essay in this summary. As far as the mapping of these monuments, it will occur outside and choosing the location or “siting” of Flavian Rome based on the topographic and built environment will be part of the process.
Project write-up due November 3rd at midnight.
We will also have two take-home quizzes during the course of the semester. I will assign the topic and your answer should come in the form of a short research paper. It should be at least three pages in length, and contain a thesis that clearly states the problem or topic under analysis. In addition, you must incorporate and cite at least four credible sources. Ideally these sources will introduce divergent viewpoints that both support and question your thesis as well as your own assumptions. You should evaluate and synthesize your evidence in a logical order throughout your paper as well as in your conclusion.
Quiz #1 due by midnight of October 6th.
Quiz #2 due by midnight of December 18th.
Class participation and attendance are mandatory. Three unexcused absences will result in the lowering of your final grade by five points. Late assignments will be penalized one third of a letter grade per day late, unless an extension is sought, and granted, for a good and substantiated reason.
Written and Visual Essay and Presentation 20%
Creative Response 10%
Participation 10%
Mapping Rome Group Project with individual write-up 20%
Quizzes 40%
Schedule of Classes (subject to change. No, actually, likely to change):
Week 1 (3 and 5 Sept): Italy Before the Rise of Rome
Kleiner, A History of Roman Art, Introduction “Italy Before the Rise of Rome” and chapter 1, “From Village to World Capital.”
Week 2 (10 and 12 Sept): Monarchy and Republic
Kleiner, A History of Roman Art, chapters 2-4, “Republican Town Planning and Pompeii,” “Republican Domestic Architecture and Mural Painting,” and “From Marcellus to Ceasar.”
Creative Project #1 due
Next week Professor Walker’s class will be discussing Augustus’s res gestae. Please make every effort to make it to his class MWF 11:00-11:50AM (FAC 235).
Week 3 (17 and 19 Sept): The Early Empire
Kleiner, A History of Roman Art, chapters 5-7, “The Augustan Principate,” “Preparing for the Afterlife in the Early Empire,” and “The Pax Augusta in the West.”
Professor Walker’s class will be discussing Augustus’s res gestae this week. Please make every effort to make it to his class MWF 11:00-11:50AM (FAC 235).
Week 4 (24 and 26 Sept): The Early Empire
Kleiner, A History of Roman Art, chapters 5-8, “The Augustan Principate,” “Preparing for the Afterlife in the Early Empire,” “The Pax Augusta in the West,” and “The Julio-Claudian Dynasty.”
Rachel A- burial
Creative Project #2 due
Quiz #1 due by midnight on October 6
****** When submitting all assignments, please begin the file name with your last name. For example, my first paper would be titled "Hamilton Critical Thinking Essay 1."
Week 5 (1 and 3 Oct): The Early Empire and Reading Days
Kleiner, A History of Roman Art, chapters 9-10, "Civil War, The Flavians, and Nerva," and "Pompeii and Herculaneum in the First Century CE."
Quiz #1 due by midnight on October 6
****** When submitting all assignments, please begin the file name with your last name. For example, my first paper would be titled "Hamilton Critical Thinking Essay 1."
Week 6 (8 and 10 Oct): The Early Empire moves to the High Empire
Kleiner, A History of Roman Art, chapters 9-10, "Civil War, The Flavians, and Nerva," and "Pompeii and Herculaneum in the First Century CE."
Kleiner, A History of Roman Art, chapters 11-13, "Trajan, Optimus Princeps," "Hadrian, the Philhellene," and "The Antonines."
Taylor D- Pompeii
sloan - Pompeii fresco
lydia- Herculaneum
Creative Project #3 due
Week 7 (15 and 17 Oct): The High Empire
Kleiner, A History of Roman Art, chapters 11-13, "Trajan, Optimus Princeps," "Hadrian, the Philhellene," and "The Antonines."
madison- tivoli
Week 8 (22 and 24 Oct): The High Empire and Mapping Flavian Rome
Kleiner, A History of Roman Art, chapters 11-15, "Trajan, Optimus Princeps," "Hadrian, the Philhellene," "The Antonines," "Ostia, Port and Mirror of Rome," and "Burying the Dead during the High Empire."
Mapping assignment, details to follow
Week 9 (29 and 31 Oct): The High Empire
Kleiner, A History of Roman Art, chapters 16-18, "The Severan Dynasty," "Leptis Magna and the Eastern Provinces," and "The Soldier Emperors."
Peter Brown, The World of Late Antiquity, Part One, "The Late Roman Revolution."
Jessica B - Ephesus
Morgan H- burial
Mapping project write-up due by midnight of November 3rd
****** When submitting all assignments, please begin the file name with your last name. For example, my first paper would be titled "Hamilton Critical Thinking Essay 1."
Week 10 (5 and 7 Nov): The Late Empire
Kleiner, A History of Roman Art, chapters 16-20, "The Severan Dynasty," "Leptis Magna and the Eastern Provinces," "The Soldier Emperors," "The Tetrarchy," and "Constantine, Emperor and Christian Patron."
Peter Brown, The World of Late Antiquity, Part One, "The Late Roman Revolution."
Katy- province
Creative Project #4 due
Week 11 (12 and 14 Nov): The Late Empire
Kleiner, A History of Roman Art, chapters 19-20, "The Tetrarchy" and "Constantine, Emperor and Christian Patron."
Peter Brown, The World of Late Antiquity, Part One, "The Late Roman Revolution."
allyson- tetrarchy
Week 12 (19 and 21 Nov): The Late Empire
Kleiner, A History of Roman Art, chapters 19-20, "The Tetrarchy" and "Constantine, Emperor and Christian Patron."
Peter Brown, The World of Late Antiquity, Part Two, "Divergent Legacies."
courney- other
lindsay- celts
Creative Project #5 due
Week 13 (3 and 5 Dec): The Late Empire
Peter Brown, The World of Late Antiquity, Part Two, "Divergent Legacies."
Brittany-theatres
Week 14 (10 and 12 Dec): The Late Empire
Peter Brown, The World of Late Antiquity, Part Two, "Divergent Legacies."
Your final quiz is due by midnight of December 18th or as soon as you complete it.
****** When submitting all assignments, please begin the file name with your last name. For example, my first paper would be titled "Hamilton Critical Thinking Essay 1."
Login