UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1. The title of the module
Monsters in Roman Literature
2. The Department which will be responsible for management of the module
Classics and Archaeology - SECL
3. The Start Date of the Module
Spring 2013
4. The cohort of students (onwards) to which the module will be applicable.
September 2010 entrants onwards (Stage 3)
5. The number of students expected to take the module
20 students
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal
Not applicable
7. The level of the module
H
8. The number of credits which the module represents
30 credits
9. Which term(s) the module is to be taught in
Autumn or Spring Term
10. Prerequisite and co-requisite modules
No prerequisites in the first year for Stage 3 students, but in subsequent years the compulsory Part 1 module The Civilisations of Greece and Rome is to become a prerequisite.
11. The programmes of study to which the module contributes
Classical and Archaeological Studies.
12. The intended subject specific learning outcomes (SLO) and, as appropriate, their relationship to programme learning outcomes
SLO 1. Have a knowledge of how Roman texts represent monsters, and how this reflects their historical and cultural context. (PLO A1, A3, A4)
SLO 2. Have an understanding of a wide range of Roman literary forms through the examination of primary and secondary sources. (A3, B3, C1)
SLO 3. Have knowledge and understanding of another culture, whether focused on literature or history. (A1, A2)
13. The intended generic learning outcomes (GLO) and, as appropriate, their relationship to programme learning outcomes (PLO)
GLO 1. Make written expositions with structured and coherent arguments, according to accepted academic conventions. (C1, C2, C4, C6)
GLO 2. Be able to read and critically evaluate primary and secondary sources in order to produce written and oral analysis. (C1, C2, C3, C6)
GLO 3. Develop study, time management, IT and communication skills, and be able to learn reflectively. (D1, D2, D3, D6, D7)
14. A synopsis of the curriculum
This module explores the monsters of Roman culture, mythological and otherwise, treated as a series of self-contained but interrelated topics. Most were inherited from Greece but adapted for new tastes and purposes. Latin poetry in translation is the focus, and Virgil’s Aeneid and Ovid’s Metamorphoses are the central texts, but prose sources and the visual arts are included where appropriate, as well as comparisons with earlier Greek sources. Major figures such as the Cyclopes, the Centaurs and Medusa are included, but the definition of the ‘monster’ is broad, incorporating (for example) the supposed bodily imperfections of emperors, or the strange features of personified figures such as Hunger and Envy. Lectures offering broader perspectives are complemented by seminars which focus on the analysis of specific passages of text.
15. Indicative Reading List
Primary Sources
C. Day Lewis (trans.), Vergil: The Aeneid (Oxford: Oxford UP 1998)
A.D. Melville (trans.), Ovid: Metamorphoses (Oxford: Oxford UP 1998)
Secondary Sources
Atherton, Catherine (ed.), Monsters and Monstrosity in Greek and Roman Culture (Bari 1998)
Barton, Carlin A., The Sorrows of the Ancient Romans: The Gladiator and the Monster (Princeton 1993)
Feeney, Denis C., The Gods in Epic (Oxford 1991)
Garland, Robert, The Eye of the Beholder: Deformity and Disability in the Graeco-Roman World (Ithaca 1995)
Hardie, Philip R. (ed.), Paradox and the Marvellous in Augustan Literature and Culture (Oxford 2009)
Hershkowitz, Debra, The Madness of Epic (Oxford: Oxford UP 1998)
Keith, Alison M., Engendering Rome: Women in Latin Epic (Cambridge: Cambridge UP 2000)
Mayor, Adrienne, The First Fossil Hunters: Paleontology in Greek and Roman Times (Princeton 2000)
Murgatroyd, Paul, Mythical Monsters in Classical Literature (London 2007)
Warner, Marina, Six Myths of Our Time: Managing Monsters (London: Vintage 1994)
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
There will be three contact hours per week consisting of two lecture hours and a one hour seminar (33 contact hours total). The student will be expected to prepare reading for both lectures and seminars, and the maintenance of a MyFolio Journal will also be required. The amount of work required is 300 hours, of which the remainder is for further private study, essay preparation and revision.
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
Participation in seminars and through the creation of MyFolio pages is worth 20%; two essays are worth 20% each and the final examination is worth 40%. Students will be expected to conduct independent research and to analyse module content critically in seminars, and the essays enable the development of writing skills. MyFolio is used as another and more flexible element of formative assessment, encouraging reflective learning: at regular deadlines during term, students must submit Pages containing written notes and any other relevant media which record their responses to lectures and seminars, including a final reflective statement about their intellectual development through the module.
The first essay is 2,000 words, the second 2,500 words, and the duration of the final examination is 3 hours. The essay questions at [H] level require advanced critical analysis of the material, supported by independent research. The examination questions at [H] level require the formulation and communication of ideas at a sophisticated level.
When the module is taught in Autumn, revision guidance is provided in advance of the summer examination period.
18. Implications for learning resources, including staff, library, IT and space
No implications in terms of IT, learning resources or space. Additional staff may be required to teach additional seminar groups (there should be a maximum of 20 students per group).
Library resources: some relevant scholarship is already held by the library; the purchase of additional items will be planned in a strategic manner. Key passages are to be scanned by library and placed on Moodle.
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
As far as can reasonably be anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities, and ILP requirements will be accommodated wherever possible.
20. Campus(es) where module will be delivered
Canterbury campus.
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY DEPARTMENT
Statement by the Director of Learning and Teaching: “I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals”
......Director of Learning and Teaching
…………………………………………………
Print Name / ......
Date
Statement by the Head of Department: “I confirm that the Department has approved the introduction of the module and, where the module is proposed by Departmental staff, will be responsible for its resourcing”
......Head of Department
…………………………………………………….
Print Name / ......
Date
SECTION 3: MODULE IS PART OF A PROGRAMME IN AN ASSOCIATE COLLEGE
(Where the module is proposed by an Associate College)
Statement by the Nominated Officer of the College: “I confirm that the College has approved the introduction of the module and will be responsible for its resourcing”
......Nominated Responsible Officer of the Associate College
………………………………………………….
Print Name
…………………………………………………..
Post
…………………………………………………….
Associate College / ......
Date
New module specification approved by Faculty 24 April 2012