Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

In general
- To provide an opportunity to acquire a sound general knowledge of the subject, reading widely and critically in the primary and secondary literature associated with it.
- To provide an opportunity of investigating in some depth selected problems, including the appraisal of selected source material and the critical examination of current historiography.
- To develop the capacity for independent study.

Module-specific aims
- To undertake study in comparative history.
- To undertake interdisciplinary study, appraising artistic and literary source material, and the links between them.
- To identify and consider the various ceremonies in which tenth-century English kings, Byzantine emperors and Armenian kings presented themselves to various audiences
- To identify and consider the ideas of 'good rulership' that lay behind them
- To identify and consider the mechanisms whereby the rulers were presented as a 'good ruler' e.g. symbolism
- To establish the similarities and differences between the case studies.
- To investigate the contacts between the rulers of the three different regions (Britain, Byzantium, Armenia).
- To identify the sources of the images and ideas that are revealed in their royal and imperial ceremonies.

Outline Of Syllabus

The following is a guide.

1.
An Introduction to the module at the beginning of the teaching period.
Identifying overall conclusions at the end of the module.

2.
Case studies - rulers and their contexts
Rulers in Britain - King Aethelstan (king in England 924-939), King Edgar (king of England 959-979), 'unification' of England, claims to rulership of Britain
Emperors of Byzantium - Leo VI ‘the Wise’ (886-912), Constantine VII Porphyrogenitus (913-959), Nicephorus Phocas (963-969), Basil II (976-1025), self-defence and expansion, to the north and east
Gagik Artsruni, king of Armenia 908-943, Ashot III Bagratuni, king of kings of Armenia 952/3-977 , proliferating kingships, economic and urban growth, building programmes

3.
The major literary sources that offer a representation of each monarch and of the ceremonies associated with and known to him and in which he participated, and of his and/or his circle’s ideology of rulership.

4.
The works of art that portray or evoke each monarch, his ceremonial appearances and his ideas of rulership.

5.
Ceremonies: coronations, crown-wearings, processions, receptions, banquets, hunts, assemblies, penitence, funerals

6.
Physical appearance and its meanings - e.g. crowns, robes, physical features.

7.
the qualities of the 'ideal' ruler - wisdom, learning, building, humility, penitence, justice.

8.
International contacts and influences - trade, war, diplomacy, pilgrimage, travel.

Intended Knowledge Outcomes

Knowledge and understanding of the syllabus.

Knowledge and understanding of: the image and ideology of each of the monarchs listed as a case study; each of the different types of ceremonies listed in the syllabus; the key textual sources and works of art that offer evidence for these monarchs' ideology and for ceremonies in which they took part; the similarities, differences, and contacts between their ideologies and how these were expressed and communicated; their contacts and common heritage.

Intended Skill Outcomes

Students are expected to improve their ability to read quickly and with an eye for the distinction
between the particular and the general (in taking notes on the material they read to prepare
themselves for the Small Group Teaching sessions (seminars) and the assessments); to argue clearly and succinctly both in writing (in their submitted work) and orally (in their contributions to the seminars); to experience debating questions, pooling knowledge and explaining conclusions; and to manage their time (in order to prepare for the seminars and the assessments).

Students will develop their capacity for independent study and critical judgement and their ability to
respond promptly, cogently and clearly to new and unexpected questions arising from this study and
they will also develop associated skills in research, in critical reading and reasoning, in sustained
discussion and appropriate presentation of the results.

Teaching Rationale And Relationship

Lectures: impart core knowledge and an outline of knowledge that students are expected to acquire and they stimulate development of listening and note-taking skills.
Small group teaching in seminars: encourages independent study and promotes improvements in oral communication, problem-solving skills and adaptability.
Workshops: some similarity to seminars and in addition offer practice in reading primary source texts and images and commenting on them and their inter-relationships, with the opportunity for feedback and discussion.

Assessment Rationale And Relationship

Exams test acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem quickly, to select from and to apply both the general knowledge and detailed knowledge of aspects of the subject to new questions, problem-solving skills, adaptability, the ability to work unaided and to write clearly and concisely.

Documentary commentary exercises in submitted work and in examinations test knowledge and understanding of the texts set for the module, the ability to compare and contrast related source texts on a common subject, the ability to expound and criticize a textual extract lucidly, succinctly and with relevance in a relatively brief space, and, in an exam, under pressure of time.

Work submitted during the delivery of the module forms a means of determining student progress.


Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.

General Notes

N/A