Ancient Documents in Their Visual and Performative Context
A.Y. 2024/2025
Learning objectives
The course contributes to the MA in Visual, Intellectual and Cultural History by introducing students to approach ancient documents as sources for cultural history, contextualizing them in the spatial, performative and visual dimension of the ancient Greek city (polis) and her countryside.
Students will deal with different aspects of the life of ancient communities, including the process of decision making, war and military training, economy, religion, family and social life. These aspects will be approached based on the analysis, discussion and in-class presentation of selected sources, which, in the case of material remains, inscriptions and texts addressing vast audiences, will be considered also in their visual and performative context. Students will learn the different typologies and characteristics of ancient documents as well as the challenges their interpretation entails.
Students will deal with different aspects of the life of ancient communities, including the process of decision making, war and military training, economy, religion, family and social life. These aspects will be approached based on the analysis, discussion and in-class presentation of selected sources, which, in the case of material remains, inscriptions and texts addressing vast audiences, will be considered also in their visual and performative context. Students will learn the different typologies and characteristics of ancient documents as well as the challenges their interpretation entails.
Expected learning outcomes
At the end of the course, students will be able to:
- understand, explain and discuss the different aspects of life of ancient communities in specific spheres, such as politics, economy, war, religion, justice, family and social life;
- use and interpret different types of ancient documents with focus on those addressing public audiences;
- formulate research questions based on the analysis of ancient sources and historiographical materials;
- lead and participate in public discussions;
- write and present (in English) pieces of original research on specific case studies;
- use digital instruments and multimedia to present case studies both in class and online.
- understand, explain and discuss the different aspects of life of ancient communities in specific spheres, such as politics, economy, war, religion, justice, family and social life;
- use and interpret different types of ancient documents with focus on those addressing public audiences;
- formulate research questions based on the analysis of ancient sources and historiographical materials;
- lead and participate in public discussions;
- write and present (in English) pieces of original research on specific case studies;
- use digital instruments and multimedia to present case studies both in class and online.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
The course will deal with ancient documents as sources for the cultural history of the ancient Greek world from the classical to the imperial period. After introducing students to the methodologies and aims of cultural history - with a particular focus on the branch of visual history in Antiquity - it will proceed with discussing not only written texts, but also (and mainly) inscriptions and archeological remains, including remains of public buildings and urban spaces (temples, public squares, portici, council houses, baths, theatres, stadia and so on), as well as remains of private buildings (such as, villas, workshops, private houses). These materials will be discussed as sources for cultural history of the ancient Greek world. The aim is that of understanding and reconstructing the cultural aspects of war, religion, politics, economy, social structure, and private life in Antiquity based on ancient documents. Inscriptions and archeological remains will be explored not only as documents of cultural, political and social history, but in relation to their spatial context as parts of the landscape of the ancient cities and countryside. Students will prepare oral presentations of specific case-studies, organizing and moderating discussions on the presented topics.
Unit 1: Introduction: A Cultural History of the Ancient Greek world: Sources, Methodology, Aims.
Unit 2: The Visual History of Ancient Greece: Some Case-studies.
Unit 3: Flipped-classroom: Presenting and Discussing Selected Documents.
Unit 1: Introduction: A Cultural History of the Ancient Greek world: Sources, Methodology, Aims.
Unit 2: The Visual History of Ancient Greece: Some Case-studies.
Unit 3: Flipped-classroom: Presenting and Discussing Selected Documents.
Prerequisites for admission
No requisite in addition to those required for admission to the MA.
Teaching methods
Attendance to classes is strongly recommended although not compulsory. Teaching is based on intensive participation of students to the in-class activities: after some initial frontal lectures by the lecturer aimed at introducing the students to the sources and methods of the cultural history of the ancient Greek world, teaching is delivered mainly through interactive seminars and flipped-classrooms. Students will perform the task of leading an in-class discussion, as they present and discuss the case studies they have prepared within group activities, based on a specific reading list to be agreed with the lecturer in advance. Presentations deploy specific tools, such as Powerpoint, and they can include multimedia materials, such as videos. Ancient sources and didactic materials will be uploaded on the online platform Ariel.
Teaching Resources
Attending students:
D. Cairns, A Cultural History of the Emotions in Antiquity, London, 2019.
B. H. McLean, An Introduction to Greek Epigraphy of the Hellenistic and Roman Periods: From Alexander the Great to the Reign of Constantine (323 BC-AD 337). Ann Arbor, 2002.
Selection of ancient sources discussed during classes contained in the following volumes:
M. M. Austin, The Hellenistic World from Alexander to the Roman Conquest: A Selection of Ancient Sources in Translation. Cambridge, 1981.
R. Osborne, P. J. Rhodes, Greek Historical Inscriptions 478-404 BC. Oxford, 2017.
P. J. Rhodes, R. Osborne, Greek Historical Inscriptions, 404-323 BC. Oxford, 2003.
Non-attending students:
A. Chaniotis, War in The Hellenistic World: A Social and Cultural History. Oxford, 2005.
D. Cairns, A Cultural History of the Emotions in Antiquity. London, 2019.
C. Laes (ed.), A Cultural History of Education in Antiquity. London, 2023.
E. Lytle (ed.), A Cultural History of Work in Antiquity. London, 2019.
B. H. McLean, An Introduction to Greek Epigraphy of the Hellenistic and Roman Periods: From Alexander the Great to the Reign of Constantine (323 BC-AD 337). Ann Arbor, 2002.
Three ancient documents chosen by the student from the following volumes (one from each volume) to be agreed in advance with the Lecturer:
M. M. Austin, The Hellenistic World from Alexander to the Roman Conquest: A Selection of Ancient Sources in Translation. Cambridge, 1981.
R. Osborne, P. J. Rhodes, Greek Historical Inscriptions 478-404 BC. Oxford, 2017.
P. J. Rhodes, R. Osborne, Greek Historical Inscriptions, 404-323 BC. Oxford, 2003.
D. Cairns, A Cultural History of the Emotions in Antiquity, London, 2019.
B. H. McLean, An Introduction to Greek Epigraphy of the Hellenistic and Roman Periods: From Alexander the Great to the Reign of Constantine (323 BC-AD 337). Ann Arbor, 2002.
Selection of ancient sources discussed during classes contained in the following volumes:
M. M. Austin, The Hellenistic World from Alexander to the Roman Conquest: A Selection of Ancient Sources in Translation. Cambridge, 1981.
R. Osborne, P. J. Rhodes, Greek Historical Inscriptions 478-404 BC. Oxford, 2017.
P. J. Rhodes, R. Osborne, Greek Historical Inscriptions, 404-323 BC. Oxford, 2003.
Non-attending students:
A. Chaniotis, War in The Hellenistic World: A Social and Cultural History. Oxford, 2005.
D. Cairns, A Cultural History of the Emotions in Antiquity. London, 2019.
C. Laes (ed.), A Cultural History of Education in Antiquity. London, 2023.
E. Lytle (ed.), A Cultural History of Work in Antiquity. London, 2019.
B. H. McLean, An Introduction to Greek Epigraphy of the Hellenistic and Roman Periods: From Alexander the Great to the Reign of Constantine (323 BC-AD 337). Ann Arbor, 2002.
Three ancient documents chosen by the student from the following volumes (one from each volume) to be agreed in advance with the Lecturer:
M. M. Austin, The Hellenistic World from Alexander to the Roman Conquest: A Selection of Ancient Sources in Translation. Cambridge, 1981.
R. Osborne, P. J. Rhodes, Greek Historical Inscriptions 478-404 BC. Oxford, 2017.
P. J. Rhodes, R. Osborne, Greek Historical Inscriptions, 404-323 BC. Oxford, 2003.
Assessment methods and Criteria
- Method: total evaluation based on 60% evaluation of oral exam and 40% evaluation of classroom work (presentations and participation in discussions) for attending students. Only oral exam (100% of the evaluation) for non-attending students. Non-attending students are invited to contact the Lecturer in advance to agree on the selection of ancient sources to discuss at the exam.
- Type of examination: oral interrogation and in-classroom activities, as indicated above.
- Evaluation criteria: capacity to demonstrate and elaborate knowledge; capacity for critical reflection on the completed work; quality of exposition, competence in the use of specialized lexicon in English; capacity of understanding and interpreting ancient historical sources; capacity of presenting and discussing ancient documents and historiographical problems by using digital technologies (such as, PowerPoint).
- Type of evaluation method: mark in 30ths.
The format of the exam for students with disabilities should be arranged in advance with the professor, as well as with the relevant office.
- Type of examination: oral interrogation and in-classroom activities, as indicated above.
- Evaluation criteria: capacity to demonstrate and elaborate knowledge; capacity for critical reflection on the completed work; quality of exposition, competence in the use of specialized lexicon in English; capacity of understanding and interpreting ancient historical sources; capacity of presenting and discussing ancient documents and historiographical problems by using digital technologies (such as, PowerPoint).
- Type of evaluation method: mark in 30ths.
The format of the exam for students with disabilities should be arranged in advance with the professor, as well as with the relevant office.
Professor(s)
Reception:
11-14
Teams