SYLLABUS AND PREASSIGNMENT

TERM S208

COLLEGE OF MOUNT ST. JOSEPH

DEPARTMENTS OF ART AND BIOLOGY

COURSE TITLE: IDS 380B The Mediterranean: Ancient Egypt (3 credit hours)

PREREQUISITES: IDS 100, sophomore status, and GPA cum min. more than 1.9

INSTRUCTOR(S):

Gene Kritsky, Ph.D. Biology, SC 205, 523-244-4401, cdarwin@aol.com

Daniel E. Mader, M.A. Art, Ziv Art Building 205A, 513-244-4317, dan_mader@mail.msj.edu

Dr. Gene Kritsky is a former Fulbright Scholar to Egypt where he taught at Minya University and researched insects as a hieroglyphic motif in tombs and temples. He has conducted detailed studies of the amulet collections at the British Museum in London, the Museum of Fine Arts, Boston, and the Petrie Museum, London. He has published several papers on Egyptian mythology and history, and has presented invited lectures on his Egyptological research at the University of London, Petrie Museum, and the University of Kentucky.

Dan Mader is Professor of Art History and a sculptor. He teaches the History of Design, which includes Egyptian motifs. As a National Endowment for the Humanities Fellow, he has conducted research in Cairo. He is a student of Mediterranean underwater archaeology, having made dives on Cycladic, Ancient, and Byzantine shipwrecks in the Aegean Sea since 2001. In summer 2005, Professor Mader co-taught The Mediterranean pilot course on Ancient Greece that took students to Athens and several Greek islands to learn first hand about antiquity through discovery, visiting active land excavation sites, and through visiting underwater sites by SCUBA and snorkeling.

COURSE MEETS: BRIEFING: S208, Tuesdays (3/4, 4/1, 4/29 and 5/27, 2008) all but first, from 6.30- – 9.20p. FIELD TRIP TO EGYPT: 6/15 – 6/26, 2008. COURSE PROJECT COMPLETION: S109, class presentations on Tuesday Aug 19, and Tuesday Aug 26.

TENTATIVE COURSE OUTLINE:

Mar 4 Meeting of participants; Overview; Logistical orientation 4 – 5p

Apr 1 Readings and Pre-Trip Assignment initiated

April 29 Pre-Trip Assignment due

May 27 Pre-trip meeting

June 15 Depart Cincinnati

June 16 Arrive Cairo (evening)

June 17 Saqqara

June 18 Cairo Egyptian Museum, Islamic Cairo, Khan al Khalili

June 19 Giza, Agriculture Museum

June 20 Depart for Luxor, Karnak and Luxor Temples

June 21 West Bank antiquities

June 22 Edfu or Dendera temple

June 23 Depart for Aswan - Philae

June 24 Abu Simbel, return to Cairo

June 25 Depart for Paris

June 26 Arrival Cincinnati

Aug. 19 Culmination project due – student group I

Aug. 26 Culmination project due – student group II

COURSE DESCRIPTION:

Through an exciting field trip to Egypt, interdisciplinary readings, and examination of artifacts at archaeological sites, this course explores the impact of ancient Egyptian culture—Pharonic, Coptic, and Islamic—on contemporary beliefs, society, politics, events, science, and art. This study is team taught by two MSJ faculty members.

Research will take place in the MSJ classroom and in Egypt during an embedded 10-day fieldtrip. Highlights will include visits to the Egyptian Museum, pyramids of Giza and Saqqara, the Citadel and other mosques in Cairo, Luxor and Karnak Temple in Luxor, the Valley of the Kings, the Colossi of Memnon, Medinet Habu, Philae, and Abu Simbel. Additional sites may visited at an additional cost.

This course is part of a multi-course study of the lasting impact of ancient Mediterranean culture through the compelling adventure of hands-on discovery. This is the second in a series of courses that make up the Mediterranean Program. Orientation to the course and the central field experience will take place in March, April and May.

PRE-TRIP ASSIGNMENT

To determine a baseline for knowledge of Egyptian influence on contemporary life, students are asked to:

1. 1. Gather ten examples each of contemporary use of the terms “ancient Egypt” in electronic, print, and or video media. Put these examples in presentation form either on display board, or in an electronic presentation format such as PowerPoint.
2. 2. Using five to ten sources write how ancient Egypt has contemporary significance. Paper should be 8 – 10 pages in length with footnotes and bibliography. Sources must include periodicals and books, as well as the internet.



SCHEDULE

March 4, 2008

Meeting of students who have signed-up for the course. Overview and visual presentation on the logistics of the trip

April 1, 2008

Readings, and Pre-trip assignment are initiated and discussed.

April 29, 2008

Pre-Trip Assignment is due.

For the pre-trip paper, major ideas, values, and accomplishments of the ancient Egyptians will form the focus for readings and research. Discussion will take place in the classroom.

May 27 Final pre-trip meeting - logistics

June 15 Depart Cincinnati for Paris.

June 16 Depart Paris for Cairo. Arrive Cairo (evening)

June 17 Focus on the Old Kingdom sites of Saqqara, Memphis, and Giza.

June 18 A half day visit to the Cairo Egyptian Museum to examine ancient

Egyptian art. This is the repository for the treasures of

Tutanhkamun. In the afternoon, we will explore Islamic Cairo by

visiting mosques and the Khan al Khalili.

June 19 We will explore the Giza plateau, and (if open) the Egyptian

Agricultural Museum.

June 20 Depart for Luxor. Visit Karnak and Luxor Temples

June 21 Tour of the West Bank antiquities including the Colossi of

Memnon, Valley of the Kings, Dier al-Bahri, and other sites as

available.

June 22 Travel to Dendera or Edfu temple (tentative)

June 23 Depart for Aswan. Visit Philae temple complex.

June 24 Depart for Abu Simbel. Return directly to Cairo.

June 25 Depart for Paris

June 26 Arrival in Cincinnati.

Aug 19 Post trip meeting, Culminating projects are presented

and critiqued by peers

Aug 26 Presentation of projects

Course Fee: $3750 beyond registration for the Spring 2008 course.

Students will need spending money for meals and for any optional activities.

N.B.: The course is limited to 12 qualified student participants.

REQUIRED TEXT:

Vercoutter, J. 1992. The Search for Ancient Egypt. Harry N. Abrams, New York.

Humphreys, A., et al. 2004. Lonely Planet Egypt. Lonely Planet Publications, Melbourne, Australia.

SUPPLEMENTAL READINGS (AS ASSIGNED BY INSTRUCTORS):

Andrews, C. 1994. Amulets of Ancient Egypt. British Museum Press, London.

Lurker, M. 1995. An Illustrated Dictionary of the Gods and Symbols of Ancient Egypt. Thames and Husdon, New York.

Romer, J. 1984. Ancient Lives. Holt, Rinehart and Winston, New York.

Saleh, M. and H. Sourouzian 1987. The Egyptian Museum Cairo. Presel-Verlag, Munich, Germany.

Wildinson, R.H. 1992. Reading Egyptian Art. Thames and Hudson, London.

Zauzich, Karl-Theodor. 1992. Hieroglyphs without Mystery. Univ. of Texas Press, Austin.

KMT, the modern journal of ancient Egypt.

INTERNET RESOURCES:

KMT www.egyptology.com

Petrie Museum, London. www.petrie.ucl.ac.uk/index.html

Islamic sites of Egypt www.egyptology.com/reeder/egyptart/portfolio/

Egyptian mythology www.egyptianmyths.net/

Giza pyramids www.legon.demon.co.uk/

Hieroglyphs members.aol.com/egyptnew/glyph.html

Egyptian Study Society www.egyptstudy.org

FIELD TRIP TO EGYPT

Transportation: a travel agent will arrange international air travel. Details on the route will depend on costs. At this time, travel will be via Paris to Cairo.

Host Site: We will be staying at hotels in Cairo and in Luxor.

Lodging and Meals: Students will live in single, double or triple occupancy rooms. The cost of meals will be the responsibility of the students. The instructors will be accompanying the students at all meals.

FIELDTRIP LEARNING: LECTURE, JOURNAL, AND SKETCHES

The fieldtrip to Egypt is the central student learning experience. Surrounded by history in the form of architectural ruins, excavation sites, historical sites, archaeological museums, students will enthusiastically learn. The accompanying faculty and guest lecturers will conduct classes daily in informal but unforgettable locations. Students will take notes, keep journals, and/or sketch as they wish.

CULMINATION PROJECT

This final project will demonstrate the student’s connection of Egyptian culture to the contemporary world. It has two parts. All students will write a self reflective 1 – 2 page paper, “How travel to Egypt has Changed Me.” Beyond this, students are expected to complete a unique project based on the immersion experience. Typical projects may be created in any media. The projects should reflect a minimum of 30 hours of work. If a paper is selected for the project, it should be 15 - 20 pages in length with illustrations, footnotes, and bibliography. Sources must include periodicals and books, as well as the internet. Other typical projects could be as follows:

1. 1. Creation of an art work (fabric, print, drawing, print, ceramics, sculpture, painting etc.) that blends concepts of Egyptian civilization in a modern subject;
2. 2. Writing of modern myths, or “urban legends” in ancient Egyptian style;
3. 3. Building a three-dimensional model of an Egyptian temple;
4. Recreate a model of an Egyptian site using modern computer aided design;
5. 5. Socio-cultural comparison of the US/Modern Egypt. (Areas of comparison might cover, religion, family, lifestyle etc.).

MSJ UNDERGRADUATE LEARNING OUTCOMES AND PERFORMANCE INDICATORS (LO/PIS)

Learning Outcomes and Performance Indicators

The purpose of the Core Curriculum in an undergraduate education at the Mount is to provide students with a broad range of learning experiences in order to create a habit of mind conducive to a lifetime of learning in a diverse society. The Learning Outcomes and Performance Indicators of the core curriculum are listed below.

A. Communication

Write and speak effectively

1. Speak using language appropriate to the audience
2. Write using language appropriate to the audience
3. Document sources properly
4. Construct a message that is relevant to its purpose

B. Critical Thinking

Develop an appropriate response to a problem or question

1. Describe the ambiguous nature of an issue
2. Distinguish between relevant and irrelevant information
3. Utilize data to evaluate a problem or question
4. Support a position with appropriate evidence

C. Sociocultural Relationships

Understand the nature of human cultures

1. Describe the influence of cultural diversity within a society
2. Identify bias within a culture
3. Explain how religious values influence a society
4. Describe causes of cultural change

D. Ethics

Understand ethical responsibility from the perspective of duty, consequences, or virtue

1. Define your personal ethical responsibilities
2. Describe your professional ethical responsibilities
3. Explain how Catholic teaching emphasizes social justice and social responsibility
4. Illustrate how values inform your ethical decisions

E. Interdisciplinarity

Solve a problem by integrating the perspectives of multiple disciplines

1. State the views of multiple disciplines on an issue
2. Compare views from multiple disciplines
3. Create a solution to a problem by integrating the perspectives of multiple disciplines

F. Citizenship

Recognize your responsibility to the community and the world

1. Define your responsibilities as a citizen of the local community
2. Define your responsibilities as a citizen of the global community
3. Describe the relationship between community and world issues
4. Evaluate your own involvement as a citizen

COURSE OBJECTIVES WITHIN THE FRAMEWORK OF MSJ UNDERGRADUATE LO/PI: (At the conclusion of this course, the student will be able to):

• · Demonstrate an understanding of the diversity of ancient Egyptian influence through the pre-assignment and discussion to follow (A1-2, B1-4, C1, C4);
• · Demonstrate an understanding of hieroglyphics and how they were first deciphered (A1-2, B1-4);
• · Demonstrate the ability to communicate effectively through discussion of Egyptian belief systems, politics, living, art, and music etc, by writing a term paper (A1-4);
• · Demonstrate a basic knowledge of archaeological terminology and methodology in discussion of field experiences (B1-4, E2-3);
• · Demonstrate the ability to express or respond to Mediterranean/Egyptian aesthetic qualities through journal reflections and sketches (B1-4);
• · Demonstrate the world view of the central beliefs, practices, and heritage of cultures other than their own, and investigate knowledge gained from two or more disciplines through discussion of field experiences, and writing of a term paper (A1-4, C1, C3, C4, E1-3);
• Demonstrate the ability to think critically and creatively through a culminating project involving Egyptian history, literature, language, art history, archaeology, or science (B1-4).

E-PORTFOLIO

During your senior capstone course(s), you will be asked for an electronic file containing examples of your work throughout your college experience. We suggest you keep a file for each class and/or term with examples of writing and visual pieces. The visual pieces may be jpeg images. This action now will save you last minute research in your senior year.

TEACHING METHODOLOGY (LEARNING STRATEGIES):

Assigned readings and projects, informal lecture, internet/CD-ROM /DVD materials, journals and photographs from field study, discussion, peer critiques, writing, and formulation of final interdisciplinary project.

METHOD OF EVALUATING ACHIEVEMENT OF OUTCOMES:

Values for letter grades will be based on 100 pts.

A = 90 - 100

B = 80 - 89

C = 70 - 79

D = 60 - 69

F = 50 - 59

The grade for the course is based on:

1. 1. Completion of Pre-trip assignment 25%
2. 2. Attendance and participation in pre/post-trip classes 25%
3. 3. Participation in field trip activities, completion of journal, and/or sketches 25%
4. 4. Completion of final culmination project 25%

Each project represents approximately one fourth of the Final grade.

ATTENDANCE POLICY:

Attendance at all class sessions is required. One exception may be made in extreme circumstances at the discretion of the instructor; however, instructor must be notified of the serious need to be absent prior to the beginning of the class session. Students are expected to arrive on time and remain the entire class session.

SPECIAL

If you have specific physical, psychological, or learning disabilities and require accommodations, please let us know immediately so that your learning needs may be appropriately met.

ACADEMIC INTEGRITY:

When we use the information and language of others to enrich our reflection and research papers we must:

· Tell the reader when we are quoting and indicate the source (person, book, article, etc.) of the quotation.

· Tell the reader when we are paraphrasing and indicate the source (person, book, article, etc.) of that information.

Quoting or paraphrasing the information and/or language of a source without naming the source is plagiarism. Plagiarism is unacceptable in an academic institution and is subject to penalty. Please consult the College Catalog and the Student Handbook for additional information and policies regarding academic honesty.

THE INSTRUCTORS RESERVE THE RIGHT to make changes to any item(s) in this syllabus