CLAS 2041OL - Archaeology of Roman Pompeii & Herculaneum

Online - Summer - 2024

This intensive course introduces the student to the material culture ? that is, objects and buildings - of ancient Rome, through the case studies of the towns of Pompeii and Herculaneum on the Bay of Naples. We will also look at a selection of Roman villas destroyed in the eruption of Mt Vesuvius in AD 79. Their buildings highlight the architectural innovations developed by the early empire; new technologies have permitted new forms and new ways to experience built interiors. The private houses of the Bay of Naples region illustrate the development of Roman wall-paintings, mosaics and stucco-work. Their legacies influence western art and architecture to this day. Artefacts from these sites highlight consumer tastes from the second century BC to first century AD, with objects sourced from beyond the empire?s borders. Moreover, the rediscovery of these cities is bound up in the birth and development of classical archaeology itself, including techniques of retrieval and of interpretation in the light of ongoing discoveries. Through online lectures and exercises, students will not only become familiar with some major categories of Roman art and architecture, but will also be introduced to fundamental issues faced by archaeologists in interpreting material culture.

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Course Details

Course Code	CLAS 2041OL
Course	Archaeology of Roman Pompeii & Herculaneum
Coordinating Unit	Historical and Classical Studies
Term	Summer
Level	Undergraduate
Location/s	Online
Units	3
Contact	Intensive course
Available for Study Abroad and Exchange	Y
Incompatible	CLAS 2033
Assumed Knowledge	At least 12 units of Level I Undergraduate study
Biennial Course	Even years
Assessment	Short paper, Online quizzes x 4, Discussion Board x 4, Final Essay

Course Staff

Course Coordinator: Dr Margaret O'Hea

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course, students should be able to:

understand and identify the major chronological sequence of Roman architectural forms and technology, as seen in the buildings from Pompeii and Herculaneum
understand and identify the major types and date ranges of Roman murals, mosaics and stucco up to AD 79
show familiarity with the methodological tools used in dating and attributing artefacts and structures in Roman archaeology
be proficient at the skills of academic research: finding and assessing the value of scholarly works, interpreting them, and presenting archaeological evidence in a coherent, convincing and logical format, using accepted academic conventions
Show familiarity with digital technologies as applied to the study of archaeological remains around the Bay of Naples (3D reconstructions, for instance)
use learning technologies relevant to the University’s learning environment

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 3, 4
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	4
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	5, 6

University Graduate Attribute

Course Learning Outcome(s)

Attribute 1: Deep discipline knowledge and intellectual breadth

Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

1, 2, 3, 4

Attribute 2: Creative and critical thinking, and problem solving

Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

Attribute 7: Digital capabilities

Graduates are well prepared for living, learning and working in a digital society.

5, 6

Learning Resources

Required Resources

All material will be accessible in MyUni.

Recommended Resources

No textbooks are required.

Online Learning

This is a fully online course within MyUni: the course is structured by Weekly pages, within which there are tabs and/or buttons to click for more information. Students are strongly encouraged to click on all links and familiarise themselves with all the information on MyUni.
Learning & Teaching Activities

Learning & Teaching Modes

The online lectures (up to 3 hours per week over 4 weeks) will provide background and structure to the self-directed study and to the discussion boards and weekly readings. A weekly quiz will be based on a combination of the material from across the course.There is already well-developed guides for my other archaeology courses about using primary evidence, constructing an argument and using and citing secondary works. I also have a full archaeological glossary installed in MyUni.
Digital images will be available in MyUni where reputable online resources might be lacking, but there is an abundance of official and academic sites pertaining to the excavation and recording of the material from Pompeii, Herculaneum and the Villa at Oplontis on the Bay of Naples. We will also be using excavation projects’ official sites and the Fasti Online website.

Workload

No information currently available.

Learning Activities Summary

No information currently available.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

1 short online paper (ca 750 words) from week 2 or week 3, 20%
4 x weekly discussion board entries (5% each), 20% total
4 x weekly quizzes (5% each), 20% total
1 research essay at end of course, ca 1500 words, 40%

Assessment Related Requirements

n/a

Assessment Detail

See MyUni for full details.

Submission

All submission will be online via MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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