AHIS260 Coptic Art and Archaeology 3 credit points Unit Guide Semester 1, 2012 Faculty of Arts Department of Ancient History 1. GENERAL INFORMATION 1.1 Convenor Position: Unit Convenor Name: Dr Victor Ghica Email: [email protected] Phone: (02) 9850 8240 Office: W6A 524 Office hours: by appointment. Students are strongly encouraged to visit the Coptic Studies page (http://www.mq.edu.au/about_us/faculties_and_departments/faculty_of_arts/department_of_ancient_hi story/coptic_studiesatmq/) and the website of the Department of Ancient History at Macquarie University (http://mq.edu.au/about_us/faculties_and_departments/faculty_of_arts/department_of_ancient_history/ home/) to find out about the department, the teaching staff, units and degrees offered. The website of the Macquarie University Library (http://www.mq.edu.au/on_campus/library/) offers a wealth of information for all students and not only on the holdings of the library. Under the section “On Campus” > “Research” you will find “LibGuides - help to research your subject”, under the sections “LibGuides - help to research your subject” and “Referencing” you will find suggestions how to go about researching, evaluating, and presenting the information for your assignment. These suggestions are tailored to the needs of the various fields, so choose “Ancient History” from the list of subject areas (http://libguides.mq.edu.au/home). This study guide is directed at both students taking this course on campus and those taking it as distance education course. It contains specific information about the unit which is not contained in the handbook provided to you by the Centre for Open Education. The handbook contains all pertinent information about enrolment, receiving course materials, handing in assignments and general study skills. Distance students should therefore first consult the handbook for questions about these matters. NB: External Students: please note, though, that the assignments for this unit need not be mailed in to the Centre for Open Education, but must be e-mailed directly to your lecturer using the assignments tool on the unit website. 1.2 General inquiries Position: Departmental Administrator Name: Ms Raina Kim Email: [email protected] Phone: +61 2 9850 8833 Office: W6A 540 1.3 Welcome Welcome to AHIS260 Coptic Art and Archaeology! The history of Coptic Art and Archaeology is one of misunderstandings and neglect. Many of the fascinating remains of post-pharaonic Egypt were destroyed, not so much by the vicissitudes of medieval history, but by a combination of modernisation, population increase and scholarly neglect in the 19th and early 20th centuries. The mudbrick architecture of which most of the material remains of Christian Egypt consisted, was destroyed by peasants digging for fertiliser or by early industrialisation. Egyptologists, on the other hand, neglected what was left in favour of the more outwardly impressive monuments of the Pharaohs. This lead to the clearing away of Coptic remains without or with insufficient documentation as debris, especially if they were found inside a Pharaonic tomb or temple 2 as was often the case, since many of the earlier monuments had been reused as living quarters in the Christian era. The situation in Christian Nubia is similar. No less fascinating archaeological witnesses of Christianity in Egypt’s southern neighbour now lie buried under the waters of Lake Nasser. The inattention towards the Christian remains of 19th and early 20th century archaeologists and various other factors also led to a number of misunderstandings about Coptic art, which can still today be found in older or popular literature. To give some examples: Imprecise stratigraphy led to mixing up the different archaeological strata of a site so that 4th or 5th century architectural elements or structures might be ascribed to the 6th century. Incompetent digging and insufficient registration of finds might lead to far-reaching misconceptions about this art, such as an early 20th century art historian accusing Christian monks of looking at sculptures of females nudes. These nudes did not at all belong to the architectural inventory of a monastery, but were the nymphs and maenads very frequently and properly found in Late Antique funerary sculpture. It is only in recent times that these misunderstandings have been cleared up and that this neglect has been remedied. Archaeologists and art historians devoting themselves to the art and archaeology of First Millennium Egypt have been rewarded by new discoveries and by new insights into artefacts long known. Discoveries both old and new and artefacts both known and unknown will be shown and studied in the course of this semester. Welcome then to the fascinating world of Coptic Art and archaeology! 2. ACADEMIC CONTENTS 2.1 Credit points AHIS260 is worth 3 credit points. 2.2 Pre-requisite There are no pre-requisites for this unit. 2.3 Unit description and outcomes Coptic Art and Archaeology will give students a comprehensive overview of the history of Coptic art and architecture and the most important archaeological sites from the Christian period of Egypt. At the same time, it will present some of the important sources we have for this topic and look at the immense bibliography available. It will teach students to see these sources within their historical and archaeological context, to understand the characteristics of their particular type or genre and to evaluate the historical information gathered from them. It will trace the development of church architecture in Egypt and show how this form of building adapted itself to the changing religious-political situation, the natural and financial resources, and the changes in forms of worship. It will also look at the very poorly explored field of domestic architecture and the architecture of the large pilgrimage center in Abu Mena. First Millennium Egypt has also left us a large number of funerary monuments, such as funerary chapels, catacombs, and gravestones that show the interaction of pagan and Christian burial customs and document the transition to a Christian society. The various monastic forms of life are also mirrored in the diverse forms of monastic settlement all around Egypt, the cells and dormitories, oratories and churches, in their architecture and their material 3 remains. Particularly fascinating for both a specialist and a general public are the large number of colourful textiles with depiction of pagan and Christian motifs, of animal, plants, and geometrical designs. The minor arts, objects of daily use made of, e.g., glass, ivory, or wood, are very well represented in Late Antique Egypt. From this short description, one can already see the breadth of subject to be covered by an in-depth look into the art and archaeology of post-pharaonic Egypt. 2.4 Graduate capabilities 1. Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. 2. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. 3. Problem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. 4. Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. 5. Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. 6. Engaged and Ethical Local and Global citizens 4 As local citizens our graduates will be aware of indigenous perspectives and of the nation’s historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. 7. Socially and Environmentally Active and Responsible We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.