The aim of this module is to explore the art and archaeology of Rome from the Republic to the reign of Commodus in the second century AD.   Each session will focus on the work on specific topics within the historical, social and cultural contexts. The module begins by exploring images of mythological characters including gods and goddesses and will enable students to identify the subjects discussed.  This will be followed by an analysis of contemporary views and representations of gender and sexuality.  In week four there will be an outline of Republican art, examining recognisable elements of the period leading to a class which focuses on the turbulent years between the Republic and the Empire.  Weeks six through to nine will be case study sessions investigating the art and archaeology of Roman dynasties including: Augustus and the Julio-Claudians, Flavians, Nerva, Trajan and the Antonine dynasty.  

Knowledge and Understanding:

• Demonstrate a broad knowledge and understanding of Roman art and archaeology.
• Identify the work and approach of the artefacts.
• Identify art by historical and geographical context.
• Interpret and discuss the content of the works of art explored.

Intellectual Skills:

• Demonstrate a basic knowledge of the underlying concepts and principles associated with the study of history, history of art and archaeology.
• Initiate, undertake and articulate a basic analysis of historical information.
• Develop explanations and support them with evidence.
• Communicate, in both verbal and written form, the knowledge and understanding acquired on the course, and to be able to distinguish between myth and reality.

Discipline Specific (including practical) Skills:

• Identify strengths, weaknesses, problems, and or peculiarities of alternative historical interpretations.
• Initiate, undertake and articulate a basic analysis of historical information.
• Deepen understanding of the broad themes and developments considered in the course through the analysis of a historical source or sources.
• To research, plan and structure history essays and/or projects.
• To recognise, evaluate and interpret different types of historical evidence.
• To develop, at a basic level, subject-specific and critically-discerning information literacy skills.

This module is taught in 10, two-hour sessions, delivered on a weekly basis.

• Tutor-led sessions: these introduce the basic information to the students, and will form the bulk of provision. Hence there will be basic seminar-style sessions with tutor leading with talk and PowerPoint presentations during the first part of the session as basis for group discussion and questions and answers in the second part. Students will be invited to read up on relevant topics for homework including specific passages.
• Discussion and group work: where appropriate, students will work in small groups to apply what they have heard in the lectures to a given case study. Students are asked to reflect critically on set questions and to contribute their own ideas. The discussion and group work will enable the students to think critically and contribute to the debates and topics presented during the lectures.
•  The discussion-led sessions and the tutor-led sessions will be supplemented by internet resources available to the students via Learning Central.

Academic Skills:

By the end of the period of learning, the typical student will have:

• found relevant resources in the library and online;
• assessed the reliability of different sources of information;
• demonstrated a critical approach to academic texts.

Transferable/employability Skills:

By the end of the period of learning, the typical student will have shown that he/she can:

• work effectively as part of a group;
• present an argument, accurately, succinctly and lucidly, and in written or oral form.
• time manage and organise study methods and workload;
• gather, organise and deploy evidence, data and information; and familiarity with appropriate means of identifying, finding, retrieving, sorting and exchanging information. 

Week 1

Introduction:

Module overview with a group exercise and assignment brief.

Week 2

Images of the gods and mythological characters:

This class is designed to teach students how to recognise and identify mythological characters including gods and goddesses. 

Week 3

Gender and sexuality in Roman art.

This class focuses on the representation of ‘correct’ femininity and masculinity and considers sexuality in Roman art and culture. 

Week 4

Republican art.

What are the features of art during the Roman Republic? How can it be recognised? 

Week 5

Struggle for power: Mark Anthony verses Octavian.

This week will concentrate on propaganda images during the turbulent years between the Republic and the Empire.

Week 6

Imperial art and the emperors: Augustus

This week will focus on the art and exploits of Augustus. 

Week 7

Imperial art and the emperors: Julio-Claudians

This week will concentrate on the art and feats of the Julio-Claudian emperors after Augustus.

Week 8

Imperial art and the emperors: Flavian dynasty, Nerva and Trajan

Week eight will focus on the art and exploits of the Flavian dynasty and the emperor Trajan. 

Week 9

Imperial art and the emperors: Antonine dynasty

Week nine considers the art and exploits of the Antonine dynasty including Hadrian and his love for Antinous and ending with the reign of Commodus.

Week 10

Module recap and preparing for the assignment. 

Claridge, A. Rome (Oxford Archaeology Guides).  Oxford: OUP Oxford.

Dunbabin, K. 2001. Mosaics of the Greek and Roman World.  Cambridge: Cambridge University Press. Kliener, D. 1998. Roman Sculpture. Yale: Yale University Press.  Stewart, P. 2008. The Social History of Roman Art (Key Themes in Ancient History).  Cambridge: Cambridge University Press.

Zanker, P. 1988. Thepower of images in the age of Augustus.  Michigan: University of Michigan Press