Last modified: 25 Sep 2019 09:58
This course will explore the role of animals and monsters in the Ancient Near East, ancient Greek, Roman Worlds.
| Study Type | Undergraduate | Level | 4 |
|---|---|---|---|
| Term | Second Term | Credit Points | 30 credits (15 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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This course will look at 3 core areas: animals, monsters and hybrids in the ancient world. The module will explore the roles of each of these aspects in the following: cosmology, religion, domestic and death / hereafter contexts.
The course will explore a range of materials: from ancient Greek textual and archaeological data from the 15th century BCE to 4st century CE. This course will investigate evidence from the ancient Near East dating from 1400 BCE and how the East influenced Greece and Rome frameworks.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 34 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | Word Count | 4000 | ||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 33 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 33 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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There are no assessments for this course.
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Factual | Understand | i. to identify and critically analyse primary and secondary material; ii. reflect upon the materials and formulate an appreciation of antiquity and the complexities of methodological considerations |
| Factual | Evaluate | i. to critically apply knowledge in a range of formats and presentational styles, ii. communicate learning and demonstrate a firm appreciation of the subject areas and interdisciplinary perspectives |
| Conceptual | Analyse | i. provide a high academic appreciation of the subject content; ii. transfer knowledge, develop independent research skills; engage with academic discourse in and beyond the field of study |
| Procedural | Create | i. a high level of communication skills; ii. engage with a range of technology interfaces. |
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