Dwellings of the Gods: Dwellings of the Gods: Viewing Religious Viewing Religious

Architectural Space in Architectural Space in GreeceGreece

AcknowledgmentsAcknowledgments

The creation of the WebCT site has been made The creation of the WebCT site has been made possible thanks to a possible thanks to a FILTA AwardFILTA Award (£3742) (£3742) managed by managed by SALTIRESALTIRE and the support of the and the support of the School of Classics and Computer Science. School of Classics and Computer Science.

Kelly Joss and Jamie McIntyreKelly Joss and Jamie McIntyre (both School of (both School of Classics) scanned and manipulated all the images Classics) scanned and manipulated all the images (some 3572 images). (some 3572 images).

The site was created by The site was created by Rowan CrawfordRowan Crawford as her as her project for the Postgraduate Diploma in IT.project for the Postgraduate Diploma in IT.

Rebecca Sweetman is grateful to the funding body Rebecca Sweetman is grateful to the funding body and particularly to the three project members who and particularly to the three project members who worked with diligence and enthusiasm well beyond worked with diligence and enthusiasm well beyond the call of duty. the call of duty.

PresentationPresentation

Project AimsProject Aims Learning OutcomesLearning Outcomes Presentation of sitesPresentation of sites Future workFuture work

Background: the moduleBackground: the module CL4424: Classical Temple to CL4424: Classical Temple to

Christian Basilica: Christian Basilica: Development of religious Development of religious architecture in Greece; new architecture in Greece; new module in the School of module in the School of ClassicsClassics

Within a historical Within a historical framework, the aim of the framework, the aim of the course is to explore a range course is to explore a range of religious architecture and of religious architecture and architectural décor from architectural décor from Greece and its ancient Greece and its ancient colonies colonies

Diachronic range of Diachronic range of material from Archaic (7material from Archaic (7thth century BC) to Early century BC) to Early Christian (7Christian (7thth century AD) to century AD) to include the Classical, include the Classical, Hellenistic and Roman Hellenistic and Roman periods also. periods also.

Develop interpretations of Develop interpretations of the development of religious the development of religious architecture study to form a architecture study to form a better understanding of the better understanding of the socio-political and economic socio-political and economic changes of ancient Greecechanges of ancient Greece

The ModuleThe Module Traditionally religious Traditionally religious

architecture is viewed in discrete architecture is viewed in discrete periods eg Classical Temples or periods eg Classical Temples or Christian BasilicasChristian Basilicas

Diachronic view Diachronic view allows a understanding of long-allows a understanding of long-

term continuity & change (not just term continuity & change (not just a snapshot)a snapshot)

allows a deeper understanding of allows a deeper understanding of the use and significance of a site the use and significance of a site

Many of the sites (not just the Many of the sites (not just the individual buildings) under individual buildings) under discussion display these discussion display these diachronic elements ie in use diachronic elements ie in use from Archaic to Early Christian from Archaic to Early Christian timestimes

Important therefore to be able to Important therefore to be able to look at the whole sitelook at the whole site

Important to understand the Important to understand the variety of different contexts (from variety of different contexts (from physical to political)physical to political)

Ideally this would be on site in Ideally this would be on site in Greece….Greece….

Solution was to develop a system Solution was to develop a system to provide students with as much to provide students with as much visual access to the sites and the visual access to the sites and the individual buildings in context, as individual buildings in context, as possiblepossible

Teaching methods & Teaching methods & aimsaims

As an archaeological module, the primary As an archaeological module, the primary teaching material is visual – in this case, teaching material is visual – in this case, architecture. Critical aims and methods for the architecture. Critical aims and methods for the module are: module are:

First, to allow students to develop their visual First, to allow students to develop their visual skills and understanding of architecture as a skills and understanding of architecture as a reflection of society: how people used and viewed reflection of society: how people used and viewed it, not simply a stylistic analysis.it, not simply a stylistic analysis.

Second, by providing students with the facility to Second, by providing students with the facility to be able to undertake their own architectural be able to undertake their own architectural analysis they have the opportunity to apply the analysis they have the opportunity to apply the methodology to other elements of their studies methodology to other elements of their studies and research. and research.

Solution: Solution:

To provide an interactive map allowing To provide an interactive map allowing access to a range of different sites, access to a range of different sites, buildings and associated material buildings and associated material culture from the whole time span of culture from the whole time span of occupationoccupation

The students are guided through the The students are guided through the lectures and seminars on sites and lectures and seminars on sites and architecture that they will be studying, architecture that they will be studying, but using the material on WebCT will but using the material on WebCT will enhance visual and interpretative skills.enhance visual and interpretative skills.

The ProjectThe Project

Collate and scan as many images of Collate and scan as many images of sites and material culture from Greece sites and material culture from Greece and her colonies as possibleand her colonies as possible

Then build an interactive map which Then build an interactive map which will allow students to move through will allow students to move through the visual material (including art, the visual material (including art, architecture and other material architecture and other material culture) site by siteculture) site by site

The materials available enable The materials available enable students to review key images and students to review key images and information (at their own pace)information (at their own pace)

Through quizzes they are asked Through quizzes they are asked questions about the aesthetic, questions about the aesthetic, technological and social aspects of technological and social aspects of ancient art which will encourage ancient art which will encourage them to engage with the images them to engage with the images more actively. more actively.

Project designProject design

Main sites to be focused on were selected Main sites to be focused on were selected (range of location, date, function, type) (range of location, date, function, type)

Include:Include: Archaic: Perachora, Samos, Corinth Archaic: Perachora, Samos, Corinth Classical: Pan-Hellenic Sanctuaries (Acropolis, Classical: Pan-Hellenic Sanctuaries (Acropolis,

Olympia, Delphi, Dodona, Epidauvros) and local Olympia, Delphi, Dodona, Epidauvros) and local sanctuaries (Aegina, Sounion, Brauron etc)sanctuaries (Aegina, Sounion, Brauron etc)

Hellenistic: Temple of Olympian Zeus, Messene, Hellenistic: Temple of Olympian Zeus, Messene, AmpharieionAmpharieion

Roman: Sparta, EleusisRoman: Sparta, Eleusis Early Christian: Basilicas (Sparta, Lechaion, Kiato), Early Christian: Basilicas (Sparta, Lechaion, Kiato),

Monastery complexes (Mistras, Osios Loukas)Monastery complexes (Mistras, Osios Loukas)

Image location & Image location & scanningscanning

Each site has a number of different levelsEach site has a number of different levels Overall PlanOverall Plan Close up plan of areaClose up plan of area Numerous views of architectureNumerous views of architecture Associated material cultureAssociated material culture Reconstructions/further plans where relevantReconstructions/further plans where relevant

C. C. 3572 slides & images scanned over 4 3572 slides & images scanned over 4 monthsmonths

Divided into folders & passed to Rowan Divided into folders & passed to Rowan CrawfordCrawford

Built the site, site by siteBuilt the site, site by site

Dwellings of the godsDwellings of the gods IndexIndex

..\..\filta_site\index.htmlfilta_site\index.html AeginaAegina

..\..\filta_site\aegina.htmlfilta_site\aegina.html MesseneMessene

..\..\filta_site\messene.htmlfilta_site\messene.html OlympiaOlympia

..\..\filta_site\olympia.htmlfilta_site\olympia.html Sparta Sparta

..\..\filta_site\sparta.htmlfilta_site\sparta.html

Site DetailsSite Details Overall plan of Greece: allows the student to Overall plan of Greece: allows the student to

understand the broader contextunderstand the broader context Plan of the site: allows the student to understand the Plan of the site: allows the student to understand the

range of functions and chronologies found within an range of functions and chronologies found within an individual siteindividual site

Plan of the architecture: allows the student to explore a Plan of the architecture: allows the student to explore a building with deeper contextual awarenessbuilding with deeper contextual awareness

Images of associated finds and architecture: allow the Images of associated finds and architecture: allow the student to maintain the direct association between student to maintain the direct association between architecture and associated material culture which architecture and associated material culture which through the media of books is so often lostthrough the media of books is so often lost

Questions at the beginning of each section guides the Questions at the beginning of each section guides the studentstudent

Quizzes allow the students to test themselves Quizzes allow the students to test themselves

Structure in WebCT Structure in WebCT coursecourse

Image DatabaseImage Database Aids in on-line discussionsAids in on-line discussions Quizzes are fixed to work in conjunction with Quizzes are fixed to work in conjunction with

the Sitethe Site Recognition of different types of religious Recognition of different types of religious

architecture (from Bronze Age to Early Christian) architecture (from Bronze Age to Early Christian) Recognition of architectural members such as Recognition of architectural members such as

columns, capitals and sculpturecolumns, capitals and sculpture Recognition of architectural orders such as Doric Recognition of architectural orders such as Doric

and Ionic and Ionic Recognition of chronological development of Recognition of chronological development of

specific buildingsspecific buildings Recognition of how a building and a whole Recognition of how a building and a whole

complex was usedcomplex was used

Student Learning Student Learning outcomesoutcomes

A detailed understanding of the development A detailed understanding of the development of religious architecture and changes in Greek of religious architecture and changes in Greek society. society.

Enhancement of skills of source criticism; in Enhancement of skills of source criticism; in particular a capacity to critically use particular a capacity to critically use archaeological and literary evidence in archaeological and literary evidence in combinationcombination

Enhancement of visual skillsEnhancement of visual skills An insight into the controlled continuity and An insight into the controlled continuity and

discontinuity of specific elements of the discontinuity of specific elements of the architectural formarchitectural form

Transferable SkillsTransferable Skills Communication & presentation skillsCommunication & presentation skills Research SkillsResearch Skills Archaeological skillsArchaeological skills A capacity to understand art and architecture in A capacity to understand art and architecture in

contextcontext Broadened cultural experience Broadened cultural experience A capacity to present clear, well informed and A capacity to present clear, well informed and

well reasoned arguments both orally and in well reasoned arguments both orally and in writing. writing.

A capacity to work in group settings in a creative A capacity to work in group settings in a creative and flexible fashionand flexible fashion

Advantages of the Advantages of the WebCT courseWebCT course

The WebCT course allows the student to The WebCT course allows the student to explore the sites themselves in their own explore the sites themselves in their own time, at their own pacetime, at their own pace

Allows the student to research elements Allows the student to research elements that may be of particular personal interest that may be of particular personal interest to them and not just material that has to them and not just material that has been covered in classbeen covered in class

Allows for accessible revision Allows for accessible revision Allows access to material that might not Allows access to material that might not

be easily available from standard sourcesbe easily available from standard sources

Broader outputBroader output

DVD of Greek & Roman Images (most DVD of Greek & Roman Images (most from RS collection which reduces from RS collection which reduces copyright issues)copyright issues)

Now available to all Staff in Classics Now available to all Staff in Classics (from the Librarian)(from the Librarian)

Used in lectures & on WebCT for Used in lectures & on WebCT for modules such as: CL1003, CL1002, modules such as: CL1003, CL1002, CL2004, CL4425, AN1001, AN2001, CL2004, CL4425, AN1001, AN2001, AN2002, AN3020, AN5001AN2002, AN3020, AN5001

New modules: CL4426, AN4144New modules: CL4426, AN4144

ResultsResults CL4426 ran in Semester 2 2004-05CL4426 ran in Semester 2 2004-05 19 students19 students Student responses Student responses

Useful to familiarize themselves with the sites & Useful to familiarize themselves with the sites & material culture as the course progressedmaterial culture as the course progressed

Compacted class informationCompacted class information Raised interesting questions on the individual Raised interesting questions on the individual

sitessites Particularly useful for revisionParticularly useful for revision A couple of criticisms on the size of the files & A couple of criticisms on the size of the files &

not being able to use computersnot being able to use computers One suggestion was enforcement of more One suggestion was enforcement of more

regular use & contribution to on-line discussionregular use & contribution to on-line discussion

Future workFuture work Addition of further sites; specifically urban Addition of further sites; specifically urban

centres e.g.:centres e.g.: CorinthCorinth AthensAthens PellaPella VerginaVergina

Addition of images of associated material Addition of images of associated material cultureculture

Improved navigation through sitesImproved navigation through sites Other projects within the School of Other projects within the School of

ClassicsClassics

ProblemsProblems Image bank is not easily searchableImage bank is not easily searchable Issues of copyrightIssues of copyright Scanning all the images: time consumingScanning all the images: time consuming Could add further areas (Turkey, Tunisia, Could add further areas (Turkey, Tunisia,

Iberia) but even labelling the images is Iberia) but even labelling the images is time consumingtime consuming

Needs better navigation Needs better navigation Students: More & more using images in Students: More & more using images in

essays, dissertations etc. essays, dissertations etc. More scanners neededMore scanners needed DVD of images to be searchableDVD of images to be searchable