Text and Context: Suetonius and Imperial Power (CLA1408)
|Staff||Professor Rebecca Langlands - Convenor|
|Duration of Module||Term 1: 11 weeks;|
To study Suetonius Lives of the Caesars in detail, taking a broad overview of the work, exploring comparisons between the treatments of different emperors, and also focusing in on specific passages for close analysis. To consider how the author uses the ancient genre of biography to explore the question of what it meant to be a Roman Emperor and how imperial power changes from the 1st century BC and the dictatorship of Julius Caesar, through the rule of the Julio-Claudian and Flavian emperors to his own day. To explore how the author uses standard and recurrent motifs and themes such as physical appearance, family relationships, death scenes, military campaigns, behaviour at the games, omens and portents, and sexual behaviour to characterise emperors as good or bad rulers. To investigate how Suetonius writes about public figures as a way of thinking about the nature of power itself.
ILO: Module-specific skills
- 1. They should be able, with guidance, to describe and evaluate what the text can tell us about specific aspects of Roman culture such as the development and representation of imperial power, the cultural role of gladiatorial shows and other ancient spectacles and Roman sexual mores.
- 2. They will have assimilated a basic understanding of biography as a formal ancient genre with specific literary conventions and be able, with guidance, to show how Suetonius manipulates these conventions.
- 3. Students will be able to analyse, evaluate and use Suetonius' Lives of the Caesars as both literature from a particular genre and as a historical source.
- 4. They will have assimilated basic background knowledge about Rome under the Emperor Hadrian and understand how contemporary issues informed the way that the biographies were written, and how this might in turn affect the way we use them as sources both about the material they relate and about Suetonius' own day.
ILO: Discipline-specific skills
- 5. Students will have a basic understanding of the issues involved in reading in translation and will be able to use commentaries and secondary literature to enhance their reading of ancient texts, as well as being able to identify and appreciate different theoretical approaches to ancient literature.
- 6. They will understand issues involved in using ancient texts as historical source material and be able to relate texts to their socio-historical context.
ILO: Personal and key skills
- 7. Students should demonstrate independent and group study skills in guided research and presentation of findings.
- 8. They should also be able to select and organise relevant material and to present this in connected oral and written form, and to discuss issues in a peer group.
- 9. They should be able to manage their own time and meet deadlines.
Lectures, seminars and individual assignments are integrated into a coherent programme where each element builds on,
reinforces and engages with previous elements; lectures, seminars and assignments each contribute something different to your engagement with the subject.
Lectures demonstrate critical and analytical techniques and provide: introductions and overviews to the broad themes and approaches of the module; guidance in using secondary literature; feedback on seminars and assignments.
In the student-led seminars you apply your developing skills in using these approaches and techniques to close analysis of specific passages from the set text around particular themes, through independent study, group-work and class discussion of topics such as The Politics of Spectacle, Death of an Emperor and The Sex Lives of Emperors.Your findings and ideas are presented to the class and contribute to broader discussion about the subject, providing informal feedback on your ideas.
The four written assignments are where you apply and develop (with the aid of regular feedback from the lecturer) your skills in research, critical analysis, writing and argumentation in close analysis of specific passages from the set text around particular themes.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching Activities||15||4 x 2 hour lectures, 7 x 1 hour lectures|
|Scheduled Learning and Teaching Activities||7.5||5 x 1.5 hour seminars|
|Guided independent study||127.5||Private study|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Written assignment 1||10||500 words||1-9||Mark and written feedback|
|Written assignment 2||10||500 words||1-9||Mark and written feedback|
|Written assignment 3||20||750 words||1-9||Mark and written feedback|
|Written assignment 4||20||750 words||1-9||Mark and written feedback|
|Exam||40||2 hours||1-9||Mark and written feedback|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Written assignments||Writtens assignments||1-9||August refer/defer period period|
|Exam||Exam||1-9||August refer/defer period|
Indicative learning resources - Basic reading
Core Set Text:
Suetonius, Lives of the Caesars, (trans. Catharine Edwards) Oxford World Classics
Other Recommended Reading:
Andrew Wallace-Hadrill, Suetonius. The Scholar and his Caesars (2nd edition, 1992)
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
The module is supported by ELE; much of the source material and secondary reading is available here in electronic form.
Available as distance learning?
Last revision date
Key words search
Suetonius, Power, Julius Caesar