UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
1. The title of the module
Gods, Heroes and Mystery Cults: Religion in Ancient Greece
2. The Department which will be responsible for management of the module
SECL (Classical and Archaeological Studies)
3. The Start Date of the Module
September 2009 – Revised for September 2013
4.. The number of students expected to take the module
30
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant
Departments and Faculties regarding the withdrawal
N/A
6. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Intermediate [I]
7. The number of credits and ECTS value which the module represents
30 credits, 15 ECTS
8. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn term
9. Prerequisite and co-requisite modules
N/A
10.. The programmes of study to which the module contributes
Classical & Archaeological Studies Single and Joint Honours
11. The intended subject specific learning outcomes
After successful completion of this module, students will:
11.1 Be able to demonstrate a broad knowledge of the archaeology and the historical sources on
ancient Greek cults from the 10th–2nd centuries BC.
11.2 Have a thorough understanding of the development of Greek religious architecture in
relation to the needs of religious rites and cult practices.
11.3 Have experience in assessing the strengths and weaknesses of the archaeological evidence
and historical sources dealing with religious practice and cult for the periods covered.
11.4 Have developed independent learning skills and will be able to discuss with confidence
aspects of ancient Greek religion, beliefs of the cosmos and the divine.
11.5 Identify artistic representations of the major gods, goddesses, and heroes of ancient Greece,
their spheres of influence, character, relationships, exploits, and worship.
12. The intended generic learning outcomes
12.1 Discuss issues in written work using coherent and logical arguments
12.2 Develop critical ability in assessing the strengths and weaknesses of ancient sources
(literary, archaeological, historical) and modern arguments
12.3 Demonstrate –both written and orally– awareness of the main types of evidence
(archaeological, ancient historical, literary and iconographical) and how they may be combined to
produce an understanding of the festivals, rituals, and beliefs.
12.4 Gain confidence in giving presentations and debating. This will also assist students in
learning how to work creatively, flexibly and adaptably with others and to understand how groups
function.
13. A synopsis of the curriculum
This module is an introduction to ancient Greek ritual and religion, including the Mystery cults.
The module offers an introduction to the major gods and goddesses of ancient Greece, spheres
of influence, characters, relationships, exploits, and worship. It is concerned with the analysis of
religious festivals, cults, beliefs, and the development of religious architecture. The module
additionally briefly contrasts Greek religion to Christianity, as an example of investigating how
Greek religion differs from, and resembles, modern religions. The materials of the course are
UNIVERSITY OF KENT
drawn from archaeology, Greek poets, artists, playwrights, mythographers, and philosophers
from the 10th–2nd centuries BC.
14. Indicative Reading List
Alcock, S. and Osborne, R. (eds) (1999) Placing the Gods. Sanctuaries and Sacred Space in
Ancient Greece. Oxford: Clarendon Press
Antonaccio, C.M. (1995) An Archaeology of Ancestors: Tomb, Cult and Hero Cult in Early Greece.
Lanham: Rowman and Littlefield Publishers
Burkert, W. (1983) Homo Necans. The Anthropology of Ancient Greek Sacrificial Ritual and Myth.
Berkeley: University of California Press
Burkert, W. (1985) Greek Religion. Archaic and Classical. Oxford: Blackwell/Cambridge, MA:
Harvard University Press
Cole, S.G. (2004) Landscapes, Gender and Ritual Space. The Ancient Greek Experience. Berkeley
and Los Angeles: University of California Press
Easterling, P.E. and Muir, J.V. (1985) Greek Religion and Society. Cambridge: Cambridge
University Press
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study
hours which will be expected of students, and how these relate to achievement of the intended learning
outcomes
Learning & Teaching methods: 11 weeks of 1 hour lectures and a 2 hour seminar per week.
Contact hours: 53,
Total Study Hours: 300 hours.
11 hours of lectures, 22 hours of seminars (including 6 hours of 30 minute student presentations).
Total number of contact hours: 33. During this time and through both presentations and debates
the students will be able to demonstrate their understanding and knowledge of the topics
addressed (learning outcomes 11.1, 11.2, 11.5 12.3), assess the available sources and material
(learning outcome 11.3, 12.2, 12.3), and gain confidence in debating and presenting information
(learning outcome 12.4).
While the contact hours will enhance students’ overall knowledge on the topics addressed, on the
issues of the particular debates, and on how to debate themselves (learning outcome 11.4), the
private study hours will offer them the opportunity to deepen their awareness and understanding
on specific topics and issues, and to research on particular themes. This time will also be used
in improving their communication and independent learning skills, and methods of constructing
coherent arguments (learning outcome 12.1).
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
Oral presentation followed by the submission of a relevant bibliography and text describing the
topics discussed in the presentation (1,500 words) (20%);
One essay of 3,000 words (80%);
The oral presentations required by the students will result in gaining confidence when addressing
an audience/group, and in discussing and communicating interpretations. As these presentations
are research based, the assessment will also help develop the students’ research skills (learning
outcomes 11.1-5 and 12.2-4). The essay will enable students to develop their critical ability, and
to elaborate on ideas using logical and well-structured arguments (learning outcomes 11.1-5 and
12.1-3).
17. Implications for learning resources, including staff, library, IT and space
None
18. The School recognises and has embedded the expectations of current disability equality legislation, and
supports students with a declared disability or special educational need in its teaching. Within this module we
will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching
modes or assessment methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided where needed.
19.Campus(es) where module will be delivered:
Canterbury
UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as
appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the
correct procedures and required content of module proposals"
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and,
where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
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Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I confirm
that the College/Validated Institution (delete as applicable) has approved the introduction of the module and will
be responsible for its resourcing"
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Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
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Post
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Partner College/Validated Institution
Module Specification Template
Last updated October 2012
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