Unit convenor and teaching staff |
Unit convenor and teaching staff
Linda Evans
Kyle Keimer
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit explores the role of animals in cultures of the ancient Mediterranean region. All taxonomic classes will be considered, including mammals, birds, reptiles, amphibians, fish and invertebrates. The topics to be covered range from the use of animals in agriculture, hunting, warfare and entertainment, to their significance in religion, philosophy, symbolism and art. Through an assessment of artefacts, images and texts, we will investigate the ways in which both wild and domesticated species influenced the minds and behaviour of ancient peoples.
All enrolment queries should be directed to Open Universities Australia (OUA): see www.open.edu.au
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.open.edu.au/student-admin-and-support/key-dates/
On successful completion of this unit, you will be able to:
To pass AHIX350, you will need to submit all assignments, participate in the weekly online forum, and achieve an overall mark of at least 50/100. You will be expected to do a substantial amount of reading each week and also carry out independent research for the assignments. The total time required for the unit coursework is approximately 10 hours per week, including the lecture.
Name | Weighting | Hurdle | Due |
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Animals in art | 20% | No | Friday, Week 5 |
Animals in texts | 25% | No | Friday, Week 9 |
Animal analysis | 35% | No | Friday, Week 13 |
Participation | 20% | No | Weeks 1-13 |
Due: Friday, Week 5
Weighting: 20%
Find an art object (e.g., a mosaic, painting, sculpture etc) from ancient Greece, ancient Italy or ancient Egypt that represents an animal (a mammal, a bird, a reptile, an amphibian, a fish, or an invertebrate). Examine it closely (really look!). Then, using the zoological literature (e.g., animal encyclopedias) determine what the animal actually looks like in real life.
In 500 words, first briefly describe your chosen image and then answer the following questions:
Please include a short Bibliography and a picture of your art object (note: You should aim to consult c. 2 zoological sources and c. 2 sources on ancient Greek, Roman or Egyptian art).
Length: 500 words (Bibliography and footnotes are not included: Only include references you have actually read!).
Notes:
Grading criteria: Clarity of argument and expression; evidence of thought; accuracy
Due: Friday, Week 9
Weighting: 25%
Using the texts reproduced in the textbook, Newmyer, S.T., ‘Part I: Animals as beings’, Animals in Greek and Roman Thought: A Sourcebook, 3-69 consider the following: Some ancient philosophers argued that animals are fundamentally different from humans, while others believed that we share important attributes. In no more than 1,500 words, review the criteria used by the ancient writers both to support the claim that animals are different and to deny it.
Length: 1,500 words (Bibliography and footnotes are not included: Only include references you have actually read!)
Background reading:
If you would like to do some background reading about the ancient philosophers, references can be found in the ‘Suggestions for Further Reading’, located throughout Newmyer’s. ‘Part I: Animals as beings’, 3-69.
Notes:
Grading criteria: Clarity of argument and expression; consultation of relevant sources; accuracy
Due: Friday, Week 13
Weighting: 35%
Choose one animal species (a mammal, a bird, a reptile, an amphibian, a fish, or an invertebrate) and examine its role in the daily lives and culture of ancient Egypt, ancient Greece OR ancient Rome. Be sure to consider primary evidence (art, archaeological evidence, and texts) in your assessment.
Divide your project into the following labelled sections:
1. Species information
Include general details such as the animals’ appearance, distribution, habitat, general behaviour, etc.
2. Archaeological evidence (if any)
Describe any physical remains (e.g. bones, teeth, mummies etc) that have been uncovered, or artefacts and/or structures that were once associated with the species (e.g. barns, stables, beehives, harnessing, collars, etc)
3. Role in daily life
E.g., was the animal hunted, used as food, as pets, in agriculture, etc?
4. Representations in art
How was the animal represented in 2D and 3D representations, if any?
5. References in texts
E.g., in myths, stories, fables, epithets, inscriptions, etc.
6. Role in religion
What was the religious, symbolic and/or philosophical significance of the animal, if any?
7. Conclusion
Summarise your findings and assess the impact that the animal had on the culture.
Length: 3,000 words (Bibliography and footnotes are not included: Only include references you have actually read!)
Notes:
You may include illustrations if you wish, either within the text or in an appendix at the end.
Grading criteria: Clarity of argument and expression; consultation and use of relevant sources; detail; accuracy
Due: Weeks 1-13
Weighting: 20%
You are expected to engage in the discussion forum every week. The forum readings and topics are listed in the weekly schedule in this guide and also on the unit website. Please do the reading first and then post your answer to the discussion question for the week and/or respond to the posts made by your fellow students.
The convenor will monitor your responses to the weekly forum. 20% of your final grade will reflect both the quality and quantity of your responses on the forum, so it is essential that you take part. Note: You cannot pass AHIX350 if you do not participate in the online forum.
Grading criteria: Evidence of thought and synthesis of knowledge
Textbook
The following textbook is required to complete AHIX350:
Newmyer, S., Animals in Greek and Roman Thought: A Sourcebook (Routledge, 2010).
NOTE: Full access to this book is available online via the Macquarie Library. If you wish to own a copy, however, it can be purchased from a range of online booksellers (e.g. Book Depository, Coop Bookshop etc).
Required Readings
Some of the Required Readings each week will be from the textbook, while others will be available to download directly from the Macquarie Library. Note that Recommended Readings will not be available via the website but must be obtained in person from the Macquarie Library or elsewhere.
Technology required
The unit iLearn site can be accessed at: http://ilearn.mq.edu.au/. A computer and internet access are required. Basic computer skills (e.g., internet browsing) and skills in word processing are also necessary.
Assignment submission
The deadline for written assignments will always be midnight Friday in the week they are due. Written work must be submitted via the Turnitin links on the AHIX350 iLearn website.
Extensions
Convenors are no longer able to grant extensions. Please see the University's Special Consideration policy (and p. 21 in this Unit guide) for more details. All Special Consideration applications must be lodged online via the University’s Ask MQ system and must include supporting documentary evidence.
Late submission penalty: Written assignments
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. NOTE: AHIX350 now runs to the Macquarie University Session timetable. Late submission of assignments due to confusion about which week they are due will not be accepted as a valid excuse and will incur a late penalty.
Late submission penalty: Participation
Each weekly forum post is worth up to a maximum of 2%. Late postings (e.g., a posting for Week 1 that is made after the Friday of Week 2, etc) will receive a 1% late penalty. No forum post will be accepted more than seven (7) days (incl. weekends) after the submission deadline (e.g., a posting for Week 1 that is made after the Friday of Week 3, etc).
Word limits Please note that word limits DO NOT include footnotes or the bibliography. Assignments that are more than 10% over the word limit or more than 10% under the word limit, will receive a deduction of 10% of the mark awarded.
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.
Week 1
What is an animal? We will begin AHIX350 with a detailed description of the unit, followed by a brief exploration of the ways in which animals were differentiated from humans in ancient philosophy. Topics include: the biological definition of animals, ancient classifications of animals, “man-only” features, and the question of animal rationality. Lecture readings Essential (available on the unit website)
Discussion forum Introduce yourself! What is your favourite animal and why? Activity: Animal impressions The following is an optional exercise for Week 1. You do not have to do it if you do not wish to and it will not be assessed in any way. It may, however, give you some insights in future weeks when considering the material that will be presented in this unit. Go to a park, zoo, or wildlife park – or any other place where you can observe and get quite close to an animal or group of animals. Choose one animal species. Once you have made your choice, get as close to it as you can and sit or stand comfortably. Observe your animal(s) for at least 15 minutes continuously. Don’t talk. Try not to think about anything else or get distracted. Look closely at your chosen animal(s):
At the end of the 15 minutes (or more), record your impressions as quickly as you can (single words, phrases, sentences – whatever comes to mind). Then in the Week 2 discussion forum (see below), please share your thoughts and observations with your fellow students. |
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Week 2 |
Art: Prehistory, Ancient Near East, and Egypt In drawings, paintings, engravings, reliefs, statues, and other media, the people of the ancient Mediterranean were able to illustrate many different aspects of their relationship with the animal world – from the mundane and practical to the spiritual, aesthetic, and emotional – illustrations that now potentially yield much information about the way in which animals were perceived and treated in the past. Topics include: the representation of animals in Palaeolithic art, at the sites of Gobekli Tepe and Çatalhöyük, and in both Mesopotamian and Egyptian art. Lecture readings (available on the unit website) Essential
You must also read at least one of the following:
Discussion forum
Please share your Week 1 animal impressions with the group. Has this experience changed your thinking about animals in any way? If so, how? Having observed animals yourself, what do you think about the ways ancient artists depicted them? Even if you were unable to observe animals, what challenges do you think ancient artists faced? |
Week 3 |
Art: Minoan, Greek and Roman This week we will explore the ways in which animals were represented in the ancient cultures of the Aegean and Italy during the Bronze and Iron Age periods. The lecture consists of a brief chronological overview of the art produced by these peoples to determine which species were represented, where and how they were depicted, and in what media. Topics include: the representation of animals in Minoan, Mycenaean, Greek, Roman and early Christian art. Lecture readings (available on the unit website) Essential
You must also read at least one of the following:
Discussion forum
What is your opinion of the Vapheio cups? Do you think that each was made by a separate artist – one Minoan and one Mycenaean? Consider all the features of the vessels, but especially the way in which the bulls are represented. |
Week 4 |
Hunting Which species were hunted in the ancient world, what methods were used to catch and kill wild animals, and what did hunting mean to the cultures that engaged in it? Topics include: why humans began to hunt, and hunting practices in ancient Egypt, Greece, and Italy. Lecture readings Essential (textbook)
You must also read at least one of the following:
Discussion forum
Discuss the social and political aspects of hunting as outlined by Fox. |
Week 5 |
Domestication This week we will look at animal domestication and the types of evidence that point to the presence of domesticated species in the archaeological record. Topics include: the difference between taming and domestication, the process of domestication, criteria needed for domestication to occur, the effect of domestication on animals, and evidence for the earliest domestication of dogs, sheep and goats, cattle, donkeys, horses, and cats. Lecture readings (available on the unit website) Essential
You must also read at least one of the following:
Discussion forum
Did the people of the ancient world keep pets? How would we know? What evidence would indicate this? |
Week 6 |
Animal husbandry The lecture this week will examine the various animal husbandry methods used by the ancient Egyptians, Greeks, and Romans to treat their livestock, the agricultural roles that they assigned to them, and the goods and services that they relied on their animals to produce. Topics include: sources of information, breeding, choosing stock, veterinary care, feeding, ploughing, sowing, threshing, transportation, the production of wool, meat, milk, eggs, and honey. Lecture readings (available on the unit website) Essential
You must also read at least one of the following:
Discussion forum
A number of tomb scenes from ancient Egypt appear to show striped hyenas being force-fed, but Egyptologists cannot agree whether these images represent a real or imaginary procedure. Do you think that the scenes illustrate an actual husbandry practice in ancient Egypt? |
Week 7 |
Environmental exploitation An examination of the ways in which the people of the ancient Mediterranean took advantage of the natural resources around them to such a degree that the environment was changed fundamentally, the landscape was modified, and animal species were exploited. Topics include: environmental history, environmental impact in ancient Egypt, Greece, and Italy, case studies: the Roman arena animal trade, monk seals, and murex snails. Lecture readings (available on the unit website) Essential
You must also read or listen to at least one of the following:
Discussion forum
Contrary to prevailing views in environmental history, Rackham suggests that the ancient Greeks did not damage their environment. What do you think of his argument? Do you agree or disagree? |
* * * MID-SEMESTER BREAK (SEPTEMBER 17-28, 2018) * * * |
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Week 8 |
Egyptian religion This week we will look at the role of animals in the religious beliefs and spiritual practices of the ancient Egyptians. Topics include: animism, predynastic animal symbolism, animal deities, human-animal representations, the nature of divinity and the manifestation of deities in animal form, the animal associations of Khepri, Thoth, Renenutet, Anubis, and Seth, sacred animal cults, votive mummies, composite deities and fantastic creatures, amulets, and cattle symbolism. Lecture readings (available on the unit website) Essential
You must also read at least one of the following:
Discussion forum
Optional extra
What do you think the Seth animal is meant to be? Is it a stylized image of a living animal or a composite creature? How does the animal (or animals) reflect Seth’s characteristics? |
Week 9 |
Greek religion The animal-focussed cult practices of the Minoans and the religious practices of the Classical Greeks will be the focus for this week. Topics include: Minoan sanctuaries and shrines; animal deities; animal associations of Zeus, Poseidon, Dionysios, Hermes, Apollo, Athena, Hera, Artemis, Pan, satyrs, and mythological creatures; animal sacrifice; and divination. Lecture readings (available on the unit website) Essential
You must also read at least one of the following:
Discussion forum
Optional extra
Adrienne Mayor has suggested that prehistoric fossils influenced Greek myths about fabulous creatures. Do you find her argument convincing or just pseudo-scientific nonsense? |
Week 10 |
Roman religion The lecture this week concerns the role of animals in the religious beliefs of the Etruscans, Roman cult practice, mystery cults, and in early Christianity. Topics include: animal symbolism associated with Etruscan deities; haruspicy (divination with entrails and birds), animals associated with Roman gods; festivals; public and private animal sacrifice; the suovetaurilia; divination; the taurobolium rite; Mithraism; and early Christian animal symbolism. Lecture readings (available on the unit website) You must read at least two of the following:
Discussion forum
Think about all of the religions we have considered for the past three weeks. In what ways did the role of animals in Roman religion differ from that of the Greeks and Egyptians? In what ways were they similar? |
Week 11 |
Entertainment Animals featured in many different forms of entertainment in the ancient world. Topics include: stories, puns, fables, plays, toys, games, cartoons, sport, fights, competitions, spectacles, parades, and menageries. Lecture readings (available on the website, except Newmyer) Essential
You must also read at least one of the following:
Discussion forum
Please share a story, fable, excerpt from a play, picture or a description of any other form of ancient entertainment involving animals that you have found during your reading and research for this unit. What does your chosen example tell you about the culture that created it? |
Week 12 |
Warfare This week we will explore how different species were used for military purposes in the ancient world, for both offensive and defensive purposes. Topics include: military symbolism, horse-dawn chariots, cavalry units, war elephants, dogs, military deception, “flying vipers”, bees, and toxic honey. Lecture readings (available on the unit website) You must read at least two of the following:
Discussion forum
Jo-Ann Shelton suggests that elephants were abused in the Roman arena due to their untrustworthiness on the battlefield. Do your agree with her argument, or do you think that other factors better account for the Romans’ attitude towards them? |
Week 13 |
Ethics What did the people of the ancient world feel about the rights of animals? In this final week, we will consider ancient views about mankind’s moral and ethical obligations to animals. Topics include: natural agreements, the question of animal justice, arguments for and against vegetarianism, arguments for and against animal sacrifice, and the reinterpretation of animal sacrifice in mystery cults and early Christianity. Lecture readings Essential (textbook)
Discussion forum
During the past 12 weeks, you have heard how animals influenced many different aspects of life in the ancient world. To finish the unit, I’d like you to do a thought experiment: Try to imagine the past without animals (no mammals, birds, reptiles, fish, amphibians or insects of any kind). Thinking about all the topics we’ve covered (art, religion, philosophy, etc), how do you imagine human culture would have developed without animals? |
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.
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There have been no changes made since the last offering of AHIX350 in Session 1, 2017. Note: AHIX350 now runs on the Macquarie University Session timetable.