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GRC20250

Academic Year 2026/2027

Minoans, Mycenaeans and the Mediterranean World (GRC20250)

Subject:
Greek & Roman Civilization
College:
Arts & Humanities
School:
Classics
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Dr Joanna Day
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module explores the societies of the Late Bronze Age Aegean: the Minoans of Crete and the Mycenaeans of mainland Greece. Renowned for their artistic and architectural feats, this module will deepen your knowledge of the cultures and practices that produced these remains. While the famous ‘palaces’ will be discussed, a wide range of other sites such as towns, ‘villas’, peak sanctuaries, caves, and tombs will be covered in class. Through these and the related material culture – e.g. frescoes, ceramics, figurines, sealstones, weapons – you will learn how to investigate ancient political, social, religious and economic activities. We will also learn about the writing systems of the Late Bronze Age Aegean and how these can complement the archaeological evidence. Interaction between the Minoans, Mycenaeans and the neighbouring Egyptian and Near Eastern societies will be analysed to investigate the movement of goods, people and ideas in this prehistoric world. This module is available as an elective.

About this Module

Learning Outcomes:

On completion of this module, you should be able to:
• recognise the diverse material culture of the Minoans and Mycenaeans, and understand the cultural contexts of its production and consumption
• critically evaluate a range of primary and secondary sources, with particular consideration of the challenges in interpreting prehistoric societies
• reflect upon the various types and outcomes of cultural interaction
• carry out independent research into artefacts from the Aegean Bronze Age
• communicate effectively in writing with supporting images

Indicative Module Content:

Indicative topics include:
Minoans and Mycenaeans - background
Domestic space
Funerary practices
Political organisation and power
Religion and ritual
Overseas interactions, e.g. Egypt, Near East, Cyprus
Writing systems
Craft production
Foodways

This list is indicative and subject to change

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Novice

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Novice

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Achieve gender equality and empower all women and girls 1

Make cities and human settlements inclusive, safe, resilient and sustainable 1

Ensure sustainable consumption and production patterns 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

50
Autonomous Student Learning

35
Lectures

12
Tutorial

5
Total

102

Approaches to Teaching and Learning:
This module is delivered through a combination of lectures and tutorials. Tutorials provide opportunities for discussion in small groups and help with assessment preparation.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Individual Project: Artefact study of Aegean Bronze age object in the UCD Classical Museum (c.1000 words plus images & bibliography) Week 7 Graded No
40
 No
Assignment(Including Essay): Critical assessment of interaction between the Aegean and the wider Mediterranean (c.2000 words, plus images and bibliography) Week 14 Graded No
60
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Students will receive individual written feedback on their assessments via Brightspace within 20 working days of submission, as well as general feedback on Assessment 1 in class. Students are welcome to arrange a meeting with the module coordinator to discuss any of their grades/feedback.

Cline, E. (ed.) 2012. The Oxford Companion to the Bronze Age Aegean. Oxford: Oxford University Press.
Dickinson, O. The Aegean Bronze Age. Cambridge: Cambridge University Press.
Preziosi, D. and L. Hitchcock. 1999. Aegean Art and Architecture. Oxford: Oxford University Press.
Shelmerdine, C. (ed.) 2008. The Cambridge Companion to the Aegean Bronze Age. Cambridge: Cambridge University Press.
Watrous, L. V. 2021. Minoan Crete: an Introduction. Cambridge: Cambridge University Press.

Name Role
Dr Joanna Day Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 11:00 - 11:50
Spring Tutorial Offering 1 Week(s) - 21, 23, 25, 29, 31 Mon 14:00 - 14:50
Spring Tutorial Offering 2 Week(s) - 22, 24, 26, 30, 32 Mon 14:00 - 14:50
Spring Tutorial Offering 3 Week(s) - 21, 23, 25, 29, 31 Wed 13:00 - 13:50
Spring Tutorial Offering 4 Week(s) - 22, 24, 26, 30, 32 Wed 13:00 - 13:50
Spring Tutorial Offering 5 Week(s) - 21, 23, 25, 29, 31 Fri 13:00 - 13:50
Spring Tutorial Offering 6 Week(s) - 22, 24, 26, 30, 32 Fri 13:00 - 13:50
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