I. Research Essay Proposal (500 words long)          [Due Week 3]             5% of total Grade

Guidelines:

• 500 Words Long
• Select the main topic of your long essay paper. For suggested Essay topics see list of "Research Essay Topics" in folder below
• Write two or three short sentences that explain why you are choosing this topic.
• Write a thesis sentence that states the angle and purpose of your research paper (Methodology).
• Provide a list of preliminary sources with a critical summary and outline the authority of your references.

Suggested Topics (Not Organized by Period or Culture)

Note. Main bibliography for each topic is included in the pdf (see ILearn page)

1. Çatalhöyük Figurine (Neolithic)
2. Portrait Head of Queen Tiye (Egypt)
3. The Ishtar Gate: Ceramic processes and iconographic symbolism (Neo-Babylonian)
4. Two Steles from the Upper Euphrates (Neo-Hittite and Assyrian)
5. The Marble Seated Harp Player (Cyclades)
6. Chronological debates based on epigraphic interpretations of the Qeiyafa Ostracon and ceramic analysis (Iron Age Israel)
7. Niuserra receiving life from Anubis and Wadjit (Old Kingdom)
8. The Sarcophagus and Death Mask of Tutankhamun (Egypt)
9. The Minoan Snake Goddesses: Sir Arthur Evans’ Quest for the Cradle of Europe (Minoan)
10. The Evolution of Ancient Egyptian Shabtis and their Significance in the Afterlife (Egypt)
11. The Terracotta Ladies: A re-examination of three bicoloured female figurines from el-Ma’amerieh
12. Blue-painted pottery from Egypt (Egypt)
13. Akhetaten: talatat and the transition into monotheism (Egypt)
14. The House Altar Stela of Akhenaten, Nefertiti, and three of their daughters (Egypt)
15. Theseus And The Minotaur: Spread Of Mythology Through Material Culture (Minoan)
16. The Headdress of Puabi (Sumerian)
17. A revisit to Sanctuary 49 Lachish (Israel)
18. Interpretation of the Tel Dan Stele (Israel)
19. The Lachish Reliefs: Where do they fit within the discussions around the archaeology of Lachish? (Israel)
20. ‘Representation of the Divine Form within the Weighing of the Heart Scene from Ani’s Book of the Dead’ (Egypt)
21. The Introduction of Glass Vessels in the Reign of Thutmosis III (Egypt)
22. Khirbet Kerak Ware: An Agent of Migration (Israel)
23. Ancient Egyptian Predynastic Stone Vessels. An analysis of their manufacture and use in the past, and their appeal to the collector in the present. (Egypt)
24. Faience in Ancient Egypt, during the 18th dynasty of the New Kingdom (Egypt)
25. Hurrian Foundation Pegs (Hurrian kingdom)
26. Ketef Hinnom Amulet (Egypt)
27. Investigate the representation and significance of the “shaman” figure exhibited in pre-historic pottery and seals of south-western Iran (Needs consultation with Javier).
28. One of the main Elamite gods is represented sitting on a coiled serpent throne. Describe the evidence and discuss his identity (French reading and understanding required; consult with Javier).
29. Level XIV of Ville-Royale at Susa combined modest houses with large villas belonging to the elite. The villa of Temti-Wartaš, the Great Chamberlain of the Elamite palace can be described as a palace-like monumental elite residency. Describe its characteristics stressing the significance of orientation and the courtyard in light of an understanding of vernacular architecture (requires French reading and understanding; consult with Javier).
30. Elam is known to have produced some of the most complex and skilled masterpieces in bronze metalwork art of antiquity. Discuss sources of metal and artistic evidence (consult with Javier for references)
31. The culture of Iron Age Lorestān is perhaps best known through a distinctive class of bronze artifacts, especially horse paraphernalia, which today are classified under the generic title of “Lorestān bronzes.” Notwithstanding the more than 350 publications on the subject of the Lorestān bronzes, the Iron Age cultures of Lorestān remain, for the most part, an enigma. Where did the raw materials come from? Did the bronze originate from war spoils? How was the technology developed? What function do bronzes perform in a funerary setting? Discuss one or more of these questions (for references consult with Javier)
32. Who built Batrakataš (Greek Pasargadae)? Discuss influences and design. Comment on why Pasargadae is considered to be a “Paradisos”, the quintessential model for Islamic garden palaces and villas? (for references consult with Javier)
33. Sassanian cavalry is considered to be the forerunner of late Medieval European knights. Discuss the evidence and evaluate possible paths of transmission (for references consult with Javier)
34. Are you good with computers? Create a digital reconstruction of an archaeological site. Upon approval of teacher.
35. ANY OTHER TOPIC OF YOUR INTEREST (requires consultation with  Javier)

II. Participatory Activity II (discussion)      [Due Weeks 7 and 13]              10% of total mark

• Q&A (QUESTIONS and ANSWERS). Each week I’ll post a series of questions regarding the reading(s) of the week. You will submit a 100 word response to the question(s). These questions will be discussed in class.
• DUE. Weeks 7 and 13 (7 September and 2-8 November)

III. “Auction House” PP Presentation/Video   [Due Week 13]          15% of total Grad

          [To be Scheduled] (8-15 minutes)   

Final Due: Week 13 (Friday by 11: 59 pm)

Important Dates 

• Final Project Due Week 13 (Weighting: 20% of total Grade)
• Class Presentations To be Scheduled during Tutorials] (8-15 minutes)

Assignment

This assignment requires that you survey the internet for auction houses and art galleries or museums (see below) and select one object (or related group of objects) in your area of studies or area of interest such as Mesopotamia, Egypt, ancient Iran, Rome, Greece, Aboriginal Australia, etc. recently sold or bought in the course of a public auction. 

Format

Next, you should prepare a presentation using ONE of these three formats: (i) PowerPoint, (ii) Video (NOTE. If you prefer using a different format such as a blog consult with the instructor.

Word and Time Limits

• The Power-Point and Blog presentations should be between 10 and 15 minutes long.
• The Video presentation between 8-10 minutes.
• The Text should be no more than 1000 words long

Content

• Select one object from your historical area of interest held in a public or private collection, or about to be sold in an auction house or art gallery and without provenance or of doubtful provenance and discuss:

1.  Introduction

• Present the object
• Discuss past contexts (where was it found?)

2. Briefly analyse the object/s:

• material properties (how was it made)
• stylistic analysis (how was it represented)
• iconographic  (what does it represent)

3. Discuss how the object got to its presents destination and who is the present owner

4. Discuss literature review and whether there is scepticism about the origin or/and authenticity of the object.

5. Introduce your own critical view on the matter and whether you think the object is authentic or not; provide reasoning.

6. Conclusion. Summarize main points and your contribution to this topic.

Additional Information

• The Power-Point/Blog/Video will be presented to the class in Tutorial time
• Each presentation should be between 7-15 minutes.
• The Presentation will be marked by the students according to the following criteria:
  • Amazing (High HD)
  • Excellent (HD)
  • Very Good (Distinction)
  • Good (Credit)
  • Fine (Pass)
  • Not Good (Fail)

Auction Houses and Museums (examples)

• Royal Athena Galleries NY, London; http://www.royalathena.com/
• Phoenix Ancient Art, Geneva & New York; https://phoenixancientart.com/
• Artemis Gallery; https://www.artemisgallery.com/
• Sothebys; https://www.sothebys.com/en/departments/ancient-sculpture-and-works-of-art
• Metropolitan Museum of Art; https://www.metmuseum.org/toah/keywords/elamite-art/
• Christies; https://www.christies.com/features/Ancient-Egyptian-bronzes-collecting-guide-7915-1.aspx

Video Example  

• The Looting of Cambodian Antiquities [7:35 minutes]
• https://www.khanacademy.org/humanities/special-topics-art-history/arches-at-risk-cultural-heritage-education-series/endangered-heritage-southeast-asia/v/the-looting-of-cambodian-antiquities?modal=1

Blog Examples  

• http://savingantiquities.org/blog/
• http://savingantiquities.org/art-crime-cultural-heritage/
• http://savingantiquities.org/in-pursuit-of-progress/

IV. Participatory Activity I (analysis)           [Due Weeks 7 and 13]                        20% of total mark

• Person, Object, or Idea​ of the Week (POI). Each week you will submit 200 words on a Person, Object, or Idea related to the weekly readings. I will randomly choose two of your submissions for marking (each is worth 10%)
• DUE. Weeks 7 and 13 (7 September and 2-8 November)

V. Research Essay (3000 words long)    [Due Week 13]    50% of total Grade

• Select one topic from the proposed list of 35. Consult with Javier if you have a different topic in mind you that would like to examine.

Structure

1.  Introduction

Present the topic; general characteristics, where is it housed, who owns it, etc?

2. Discuss Archaeological context, if known (time and space coordinates)

3. Analysis of the object/s: MFT

• Material (how was it made); emphasize the material properties of the object and how it was made. 
• Form (stylistic analysis)
• Theme (iconography)

4. Provide and discuss main Interpretations 5. Introduce your own critical view on the matter and place into historical context 6. Conclusion. Summarize main points and your contribution to this topic.

 

This unit of study provides an introduction to the study of some of the most common categories of material in the ancient world, including metals, stone, clay, ivory, and various genres of materials such as seals, ceramics, weaponry, carved decoration and equestrian equipment, with particular emphasis on technology, manufacture, function, style, iconography, chronology and spatial distribution. Relying on this background, the students will be also introduced to the history of museums and museum collecting, the illicit trade of antiquities, the manufacture of forgeries, the participation of public museums and private collectors and related repercussions for the reconstruction of the historical record.

The unit will be broken up into two closely related series of modules, which are as follows:

• Module 1: The study of Material Culture (Weeks  1 to 6)
• Module 2: The study of Museums and the Market of Antiquates (Weeks 7-13)

WEEKLY SCHEDULE

This unit is comprised of 2 key elements:

• 3 hours of instruction (1-2 hours of pre-recorded lectures; normally Face-to-Face) and 1 hour of student led discussion in tutorials
•  Individual study and preparation for tutorials. Students are expected to attend all tutorials, unless there are extenuating circumstances such as illness etc. A log will be taken to record attendance.

For lecture times please consult the MQ Timetable website: http://www.timetables.mq.edu.au. This website will display up-to-date information on your classes and classroom locations.

iLearn will play a pivotal role throughout the session and it will be your central hub for information, resources and instructions.

Students must achieve an overall mark of 50% or above to complete this unit satisfactorily.

SPECIAL CONSIDERATION

Please note: unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests

This link will explain how to file for special consideration:

 https://students.mq.edu.au/study/my-study-program/special-consideration

IMPORTANT NOTE ON FINAL MARKS: Please note with respect to the marks you receive for work during the session: that the marks given are indicative only; final marks will be determined after moderation. See further the note on Results in the Policies and Procedures section below.