Mythological Group Portraits in Antonine Rome: The Performance of Myth
Author(s): Rachel Kousser
Source: American Journal of Archaeology, Vol. 111, No. 4 (Oct., 2007), pp. 673-691
Published by: Archaeological Institute of America
Stable URL: http://www.jstor.org/stable/40025268
Accessed: 11-09-2017 04:14 UTC
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Mythological Group Portraits in Antonine Rome:
The Performance of Myth
RACHEL KOUSSER
Abstract
This article reexamines a series of Antonine mythologi-
cal group portraits frequently identified as imperial com-
missions. Drawing on new archaeological evidence as well
as sources for their findspots and restoration histories, I
argue that they were private portraits suitable for the com-
memoration of married couples in house and tomb. The
sculptures juxtaposed idealized divine bodies based on
Greek statue types of Ares and Aphrodite with descriptive
portrait heads of Antonine elite couples. In so doing, they
offered patrons an unusual yet compelling means by which
to represent the affective qualities of Roman marriage
through reference to Greek myth and art. My analysis of
the monumental groups in Mars-Venus format comple-
ments recent scholarship on single-figure mythological
portraits to offer a fuller picture of the transformation of
classical Greek imagery in Roman private art.*
INTRODUCTION
Sculpted groups of Roman couples in the guise of
Mars and Venus offer a rare but illuminating example
of the use of monumental mythological portraiture
for the representation of married love (fig. I).1 The
groups, which date to the Antonine period, juxtaposed
idealized divine bodies based on Greek statue types
with descriptive portrait heads of Roman couples. In
this way, the sculptures used allusions to classical art
and Greek myths of Ares and Aphrodite in order to
celebrate the conjugal affection of husband and wife.
Recent scholarship has focused on single-figure myth-
ological portraits, while monumental groups such as
those in Mars-Venus format have rec.
INTRODUCING THE WESTERN AND CLASSICAL ART TRADITIONS Grade-9-LLM-2-ARTS.pptSaint Joseph College
INTRODUCING THE WESTERN AND CLASSICAL ART TRADITIONS
Content Standards:
• The learner uses art elements and processes by synthesizing and applying prior knowledge and skills
• The learner understands arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences
Performance Standards:
• The learner perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period
• The learner recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art)
INTRODUCING THE WESTERN AND CLASSICAL ART TRADITIONS Grade-9-LLM-2-ARTS.pptSaint Joseph College
INTRODUCING THE WESTERN AND CLASSICAL ART TRADITIONS
Content Standards:
• The learner uses art elements and processes by synthesizing and applying prior knowledge and skills
• The learner understands arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences
Performance Standards:
• The learner perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period
• The learner recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art)
Codes of (un)dress and gender constructs from the Greek to t.docxmary772
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
William EvansPost University Art History IA Trip t.docxambersalomon88660
William EvansPost University Art History I
A Trip to the Metropolitan Museum
The visit is blood-curdling and gives a fantastic experience
Metropolitan Museum of Art can easily fit among the famous legendary European museums
The museum is iconic Beaux-Arts façade
Visiting Metropolitan Museum of Art has left me recalling of that blood-curdling and fantastic experience. Being one of the world’s premier cultural institutions and houses, it significantly encompasses nearly everything from the ancient classics to the modern masters. With its iconic Beaux-Arts façade, Metropolitan Museum of Art can easily fit among the famous legendary European museums. Although it is distinctly American and New York experience, it is a melting pot of the spectacular art and the artifacts from across time and the world. Interestingly, the museum is fondly referred to as the Met and visitors can travel from as far as Paleolithic Egypt to the Neolithic Near East to experience their culture in the form of artifacts in the museum.
What I realized is that Met features a comprehensive collection of calligraphy, art and even ritual objects from Nepal, China, and Tibet. I was further fascinated by the artifact of Sarcophagus of Junius Bassus and ignited my curiosity, and I immediately yearned to know its origin and history of this magnificent artifact (Baetjer, 1999).
*
Sarcophagus of Junius Bassus
Sarcophagus of Junius Bassus is a significant marble of Early Christian Sarcophagus
used for the burial of Junius Bassus
the sarcophagus was placed in the Old St. Peter’s Basilica inside the Vatican
Sarcophagus of Junius Bassus is a significant marble of Early Christian Sarcophagus that was used for the burial of Junius Bassus, who is known to have died in 359. Importantly, it has then been described as the single most famous piece of early Christian relief sculpture. Originally, the sarcophagus was placed in the Old St. Peter’s Basilica inside the Vatican. Moreover, is one of the oldest surviving high-status sarcophagi with clear and elaborate carvings of Christian themes with complicated iconographic plans that embrace both the old and new testaments.
*
Junius Bassus
Junius Bassus was a significant figure and a senator
headed the government capital as the Praefectus Urbi
Bassus converted to Christianity shortly at the verge of his death
Junius Bassus was a significant figure and a senator who was the head of the government capital as the Praefectus Urbi at the time of his death in 359 when he was 42 years. Just as the artifact of sarcophagus depicts, Bassus converted to Christianity shortly at the verge of his death (Stokstad, 2010).
*
Style and art of sarcophagus
the workmanship and cooperation were of the highest quality
the sculpture shows fewer features of the late antique style of sculpture
the sculpture ignores practically all the rules obeyed by official artifacts
reflects a blending of the late Hellenic style with the contemporary Roman and Ital.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
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Codes of (un)dress and gender constructs from the Greek to t.docxmary772
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
William EvansPost University Art History IA Trip t.docxambersalomon88660
William EvansPost University Art History I
A Trip to the Metropolitan Museum
The visit is blood-curdling and gives a fantastic experience
Metropolitan Museum of Art can easily fit among the famous legendary European museums
The museum is iconic Beaux-Arts façade
Visiting Metropolitan Museum of Art has left me recalling of that blood-curdling and fantastic experience. Being one of the world’s premier cultural institutions and houses, it significantly encompasses nearly everything from the ancient classics to the modern masters. With its iconic Beaux-Arts façade, Metropolitan Museum of Art can easily fit among the famous legendary European museums. Although it is distinctly American and New York experience, it is a melting pot of the spectacular art and the artifacts from across time and the world. Interestingly, the museum is fondly referred to as the Met and visitors can travel from as far as Paleolithic Egypt to the Neolithic Near East to experience their culture in the form of artifacts in the museum.
What I realized is that Met features a comprehensive collection of calligraphy, art and even ritual objects from Nepal, China, and Tibet. I was further fascinated by the artifact of Sarcophagus of Junius Bassus and ignited my curiosity, and I immediately yearned to know its origin and history of this magnificent artifact (Baetjer, 1999).
*
Sarcophagus of Junius Bassus
Sarcophagus of Junius Bassus is a significant marble of Early Christian Sarcophagus
used for the burial of Junius Bassus
the sarcophagus was placed in the Old St. Peter’s Basilica inside the Vatican
Sarcophagus of Junius Bassus is a significant marble of Early Christian Sarcophagus that was used for the burial of Junius Bassus, who is known to have died in 359. Importantly, it has then been described as the single most famous piece of early Christian relief sculpture. Originally, the sarcophagus was placed in the Old St. Peter’s Basilica inside the Vatican. Moreover, is one of the oldest surviving high-status sarcophagi with clear and elaborate carvings of Christian themes with complicated iconographic plans that embrace both the old and new testaments.
*
Junius Bassus
Junius Bassus was a significant figure and a senator
headed the government capital as the Praefectus Urbi
Bassus converted to Christianity shortly at the verge of his death
Junius Bassus was a significant figure and a senator who was the head of the government capital as the Praefectus Urbi at the time of his death in 359 when he was 42 years. Just as the artifact of sarcophagus depicts, Bassus converted to Christianity shortly at the verge of his death (Stokstad, 2010).
*
Style and art of sarcophagus
the workmanship and cooperation were of the highest quality
the sculpture shows fewer features of the late antique style of sculpture
the sculpture ignores practically all the rules obeyed by official artifacts
reflects a blending of the late Hellenic style with the contemporary Roman and Ital.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Mythological Group Portraits in Antonine Rome The Perfor.docx
1. Mythological Group Portraits in Antonine Rome: The
Performance of Myth
Author(s): Rachel Kousser
Source: American Journal of Archaeology, Vol. 111, No. 4
(Oct., 2007), pp. 673-691
Published by: Archaeological Institute of America
Stable URL: http://www.jstor.org/stable/40025268
Accessed: 11-09-2017 04:14 UTC
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Mythological Group Portraits in Antonine Rome:
The Performance of Myth
RACHEL KOUSSER
Abstract
This article reexamines a series of Antonine mythologi-
cal group portraits frequently identified as imperial com-
missions. Drawing on new archaeological evidence as well
as sources for their findspots and restoration histories, I
argue that they were private portraits suitable for the com-
memoration of married couples in house and tomb. The
sculptures juxtaposed idealized divine bodies based on
Greek statue types of Ares and Aphrodite with descriptive
portrait heads of Antonine elite couples. In so doing, they
offered patrons an unusual yet compelling means by which
to represent the affective qualities of Roman marriage
through reference to Greek myth and art. My analysis of
the monumental groups in Mars-Venus format comple-
ments recent scholarship on single-figure mythological
portraits to offer a fuller picture of the transformation of
classical Greek imagery in Roman private art.*
3. INTRODUCTION
Sculpted groups of Roman couples in the guise of
Mars and Venus offer a rare but illuminating example
of the use of monumental mythological portraiture
for the representation of married love (fig. I).1 The
groups, which date to the Antonine period, juxtaposed
idealized divine bodies based on Greek statue types
with descriptive portrait heads of Roman couples. In
this way, the sculptures used allusions to classical art
and Greek myths of Ares and Aphrodite in order to
celebrate the conjugal affection of husband and wife.
Recent scholarship has focused on single-figure myth-
ological portraits, while monumental groups such as
those in Mars-Venus format have received little notice.2
This article thus complements previous research to of-
fer a fuller understanding of the adaptation of classical
sculpture and Greek myth in Roman private art.
I analyze the sculpted groups in Mars-Venus format
within their original context of Antonine private art in
Rome and its environs. Scholars have traditionally iden-
tified the sculptures as Antonine imperial portraits and
have connected them with cults of concordia celebrating
the marital harmony of the dynasty's imperial couples.3
Yet the portrait heads do not closely resemble the widely
disseminated and easily identifiable imperial types.4 Nor
is the action presented here comparable to more cer-
tain representations of concordia, shown on coins by a
restrained handclasp.5 My reexamination of the groups,
4. drawing on new evidence concerning the sculptures'
findspots and restoration histories, identifies them in-
stead as private portraits suitable for the commemora-
tion of married couples in house and tomb.6
* It gives me great pleasure to thank the following scholars
for their advice while I was researching and writing this
article:
R. Brilliant, E. D'Ambra, E. Harrison, K. Herrmann Fiore, N.
Kampen, E. Lissi Caronna, N. Pagliardi, A. Pasquier, L. Unga-
ro, K. Welch, P. Zanker, Editor-in-Chief NaomiJ. Norman, and
the anonymous reviewers of the A] A. I would also like to
thank
the Institute of Fine Arts at New York University, Columbia
University, Brooklyn College, and the Mellon Foundation for
providing support for my research, and audiences at the an-
nual meeting of the Archaeological Institute of America and
at Harvard University, where material for this article was first
presented. All translations are mine unless otherwise noted,
and all errors remain my own.
1 Life-sized statue groups: Rome, Musei dei Fori Imperiali,
inv. no. 2563; Rome, Museo Capitolino, inv. no. 652; Paris,
Mu-
see du Louvre MA 1009; Rome, Museo Nazionale delle Terme,
inv. nos. 108522, 338732. A group in Florence (Museo degli
Uffizi, inv. no. 4) appears to be a modern pastiche of two an-
cient statues, but carving marks on the Venus' drapery suggest
that she may also have formed part of a group.
2 See Halle tt (2005a) , concentrating predominantly on male
portraits, which are the bulk of the evidence, and D'Ambra
(1996, 2000) for female portraits.
3 On the groups as imperial portraits, see Moretti 1920, 65-6;
5. FellettiMaj 1953, 1 19-20; Schmidt 1968, 89-91 ; Calza 1977,
18-
20; Fittschen and Zanker 1983, 69-70; Giuliano 1985, 220; de
Kersauson 1996, 146. On their use to represent imperial
concor-
dia, see Helbig4 3:30-1; Aymard 1934, 182-92; Bergmann
1978,
8; Wrede 1981, 268-69; Fittschen and Zanker 1983, 69-70.
4Wegner 1939, 103; Kleiner 1981; Wrede 1981, 268-70.
5 E.g., BMC 4:lxxxi, nos. 298-300, 1236-40, 1786, 1787; cf.
the survey in Zanzarri 1997, 59-60, 107.
6 The recent full publication of the fragmentary group
from the Forum Augustum (Rome, Musei dei Fori Imperiali,
inv. no. 2563) and a newly excavated version associated with
a Late Antique domus in Rome demonstrate that the sculp-
tures had a broader and more enduring popularity than was
previously thought. For the publication of the Forum Augus-
tum fragment, see Ungaro and Milella 1995, 48. The Late An-
tique group, now in the Museo Nazionale delle Terme (inv.
no. 338372), was recently excavated from a domestic context
in the area of the via dei Maroniti, vicolo dei Maroniti, and the
via in Arcione on the Quirinal Hill in Rome. On the house, see
LTUR 2:105-6, s.v. "Domus C. Fulvii Plautiani"; Lissi Caronna
1985. New archival research has also clarified the restoration
history of the much-debated Louvre group (Kalveram 1995,
210-11).
American Journal of Archaeology 111 (2007) 673-91
673
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674 RACHEL KOUSSER [AJA 111
Fig. 1. Late Antononine portrait group of Mars and Venus
(Moretti 1920, fig. 11).
The first section examines archaeological and vi-
sual evidence for the groups in order to reconstruct,
to the extent possible, their original contexts. The
second section uses the insights gained from the first
to analyze the groups in Mars-Venus format as char-
acteristic examples of private patrons' self-represen-
tation through classical statue types and Greek myth.
Although the sculptures are unusually large-scale,
high-quality works, their use of Greek forms to com-
memorate Roman married love finds parallels on
other media such as sarcophagi and mosaics. The final
section sets the sculptures within the broader context
of the performative culture of the Antonine era. While
text-based studies of this period (often referred to as
the Second Sophistic) have burgeoned in recent years,
there has been insufficient attention paid to concur-
rent and related trends in visual and popular culture.7
This article examines mythological portraiture as one
means by which Roman elite patrons brought the
Greek past to life and took on roles within it. At the
same time, I highlight the importance of the Roman
theater - above all, the wildly popular pantomime re-
enactments of mythological narratives - in condition-
ing viewers' responses to Greek myths as they were
presented in art.
7. Taken together, the discussion suggests the heuris-
tic value of the groups in Mars-Venus format for an
understanding of the Roman reception of Greek cul-
ture. Scholars of Roman art have tended to stress the
critical role played by Augustus in the appropriation
and transformation of the classical Greek heritage in
Rome.8 The Mars-Venus portraits call attention instead
to the role of private patrons, particularly those of the
High Empire. While Augustus' Greek-inspired monu-
ments were political in nature, esoteric in their refer-
ences, and of a novel, experimental character at the
time, those of Antonine patrons were more varied in
their functions, more accessible, and more thoroughly
integrated into the visual culture of their day.9 They
thus serve as a useful case study in the incorporation
of Greek forms and styles within Roman art.
In addition, these groups illuminate the rarely ex-
amined world of Antonine elite culture in Rome and,
in particular, its role in the revitalization of Hellenic
tradition. They yoked together chronologically dispa-
rate statue types, added portrait heads, and selectively
adapted, for the depiction of married love, an image
of Greek mythology's most famous adulterers. In this
way, they testify both to the attraction of Greek myth
and classical sculpture for contemporary Roman pa-
trons and the thoroughness with which the Romans
transformed Greek culture for their own purposes.
THE MARS- VENUS PORTRAITS! CONTEXT,
CHRONOLOGY, PATRONAGE
The contexts of the Mars-Venus portraits merit con-
8. sideration first. As noted above, scholars have tradi-
tionally identified the sculptures as imperial portraits,
set up in temples to commemorate the concordia of
the Antonine dynasty.10 While Kleiner has correctly
challenged this theory, it nonetheless persists and
continues to influence interpretation of the portrait
groups.11 The following discussion reviews briefly the
problems with an imperial identification for the Anto-
7 The recent literature on the Second Sophistic is exten-
sive; among major studies, see esp. Bowersock 1969; Anderson
1990; Gleason 1995; Bowie 2000. For a rare discussion of
visual
culture, see Eisner 1998, esp. 167-97, "Art and the Past: Anti-
quarian Eclecticism."
<s Above all Zanker 1988; cf. the caveats in Wallace-Hadrill
1989; Galinsky 1996, 8.
9Cf. the comments of Holscher (1984) on the forums of Au-
gustus and Trajan compared.
10 Supra n. 3.
11 Kleiner 1981; cf.de Kersauson (1996, 144-47), who main-
tains that the Louvre group is imperial.
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2017 04:14:20 UTC
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2007] MYTHOLOGICAL GROUP PORTRAITS IN ANTONINE
ROME 675
9. nine groups and suggests possible alternative contexts
and commissioners for these sculptures.
Although the focus here is on the nonimperial con-
texts of the monumental Antonine portrait groups, it
should be noted that some related artworks did indeed
have imperial patrons. Most prominent originally was
a sculpted group from the Forum Augustum, unfor-
tunately preserved only in very fragmentary form;
this is examined in the following section as a possible
model for the Antonine groups.12 In addition, a series
of coins - a rare single issue of dupondii - documents
the use of the same type in the imperial mints during
the Antonine era (fig. 2).13
The Augustan group and Antonine coins demon-
strate that imperial patrons could, upon occasion, use
the Mars-Venus format for official monuments. This
has encouraged scholars to identify the over-life-sized
portrait groups as imperial also and to connect them
to sculptures and cults of concordia. Dio Cassius de-
scribed one such cult, including an altar of concordia
and silver statues that honored Marcus Aurelius and
Faustina Minor in the Temple of Venus and Roma in
Rome.14 An inscription also documents a similar al-
tar in Ostia, celebrating Antoninus Pius and Faustina
Maior for their concordia, and directing prospective
couples to make offerings there.15
A series of coins contemporary with the Ostia decree
likely commemorated this cult and provides the best
evidence for the visual format of the sculptures. The
10. coins depicted Antoninus and Faustina in contempo-
rary dress, clasping hands, with the legend "Concor-
diae" forming an arch above them (fig. 3, right).16 In
some coins from the series, the emperor and empress
stood on bases and were thus clearly identified as stat-
ues. They carried attributes referring to the cult and
to their public roles - a statuette of concordia for An-
toninus, a scepter for Faustina.
The concordia coins - with their protagonists in con-
temporary dress, their restrained and formal gestures,
and their prosaic rendering of Roman religious prac-
tices - highlighted the public and official character of
Roman marriage,17 offering a representation of mar-
ried love very different from that of the mythologi-
cal portraits. Thus, the groups in Mars-Venus format
Fig. 2. Coin showing Dupondius of Faustina Minor with Mars-
Venus group, ca. 162-175 C.E. Obverse: portrait of Faustina.
Reverse: Mars-Venus group (courtesy American Numismatic
Society, inv. no. 1944.100.49546).
Fig. 3. Coin showing concordia of Antoninus Pius and Faustina
the Elder, ca. 140 C.E. Obverse: portrait of Faustina Maior.
Reverse: concordia of Antoninus and Faustina (courtesy Amer-
ican Numismatic Society, inv. no. 1944.100.4833).
should not be associated with statues celebrating the
Antonine dynasty's concordia, for which a different
iconography was appropriate.
Just as the sculptures' connection to imperial cults
of concordia is problematic, so, too, is the identification
of the portraits with members of the Antonine dynasty.
As Kleiner has noted, the portrait heads resemble but
11. do not accurately replicate imperial types. It is not
necessary to review all Kleiner's arguments here, but
a brief examination of a group now in the Louvre of-
fers a useful example of the problems involved with
12L'Orange 1973, 103-6; Zanker 1984, 19-20; 1988, 197-
98; Ungaro and Milella 1995, 48.
13 £MC4:543-44, nos. 999-1001, 1005; RIC 3:347, no. 1680.
The coins are categorized as "rare" ("occurs rarely in major
collections") in RIC There are also a few preserved medallions
contemporary with the coins (Gnecchi 1912, 1:39, fig. 67.8;
Toynbee 1944, 207). On the dating of the coins and medal-
lions on the basis of the hairstyle of Faustina Minor, see Fitt-
schen 1982, 37, 43.
14DioCass. 72.31.
15 CIL 14 5326. The decree should date to shortly after Faus-
tina's death in 141 C.E., since she is described as "Diva" on it.
16 BMC 4:198, nos. 1236-40. The coins date to between 139
and 140 C.E., since Antoninus Pius is described as "Cos II." He
was elected as consul for the second time in 139 C.E. and for
the third time in 140 C.E. (OCD s.v. "Antoninus Pius").
17 See Treggiari 1991, esp. 323-434, "Paterfamilias and
Materfamilias."
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12. 676 RACHEL KOUSSER [AJA 111
an imperial identification. In this case, the difficulties
are particularly acute because the portraits resemble
imperial family members from different reigns: Faus-
tina Minor for the woman, Hadrian for the man (fig.
4).18 The face of the female portrait deviates sharply
from the idealized rendering given to Faustina (figs.
5, 6). While the delicate and finely detailed waves of
hair framing the face echo the hairstyle of the young
princess ca. 140-150 C.E., the puffy cheeks, strong
lines between nose and mouth, and prominent chin
in no way resemble Faustina's portraits from this pe-
riod.19 Likewise, the rendering of the man's hairstyle
is different from that of the emperor: it shows the
deep drilling and light/ dark contrasts characteristic of
later An tonine portraiture, and the face is longer and
more oval (figs. 7, 8) .2() Furthermore, in order to iden-
tify the portraits as imperial, one has also to assume
that a group of Hadrian and Sabina was altered, at a
later date, through the substitution of a later empress'
head.21 The woman's head has indeed been broken
off and reattached, yet in carving technique it is very
similar to the man's: the drilled pupils, the rather
heavily carved eyebrows, and the carefully delineated
strands of hair.22 A date in the 140s C.E. would do for
both; the husband's hairstyle would then look back
to the recently deceased emperor Hadrian, while the
woman's, in more up-to-date fashion, emulated that
of the princess Faustina. In this way, the Louvre sculp-
ture serves as a useful reminder that private portraits
do not uniformly follow the hairstyles of the reigning
imperial family; the "Zeitgesicht," as Smith has argued,
is above all a "default setting."23
13. As this brief review of the evidence has suggested,
the Mars-Venus portrait groups should not be identi-
fied as imperial commissions. Rather, the sculptures
likely depicted wealthy private couples who looked to
imperial models for the overall visual format of their
statues (and sometimes for their hairstyles) but also
adapted them, for instance, in their selection of more
descriptive, less idealizing portraits. Evidence for the
statues' findspots supports this conclusion, as does an
analysis of related works of art in Mars-Venus format;
Fig. 4. Portrait group of Mars and Venus, ca. 140-150 C.E.
Paris, Musee du Louvre MA 1009 (courtesy Art Resource,
Paris).
taken together, this information helps to suggest more
plausible contexts for the monumental sculptures.
One appropriate context is indicated by the ar-
chaeological evidence for two sculpted portrait groups
from Ostia. The findspot of a group now in the Capito-
line Museum, uncovered in 1750, was within the Isola
Sacra necropolis (fig. 9).24 As Schmidt has noted, this
provenance does not necessarily rule out an imperial
18 On this group, see Wegner 1956, 45-6; Kleiner 1981,
538-39; Wrede 1981, 268-70; de Kersauson 1996, 144-47.
19 The large bun at the back of the head, which appears clos-
er to hairstyles somewhat later (ca. 1 62 C.E. onward) , is not
an-
cient, and its evidence must therefore be discounted. On the
restorations to the statue, see Kalveram 1995, 210.
14. 20 Most comparable in appearance is the "Rollockenfrisur
type" (type 3) portrait, shown here as comparanda (see figs.
7, 8), but the techniques of drilling seen in the hair, beard,
and eyes give the group portrait a very different effect from
that of the emperor. On the portraiture of Hadrian, see
Wegner 1956.
21 de Kersauson (1996, 146-47) makes this argument but
suggests Lucilla, about whose portraiture even less is known.
22 In addition, the marble on each side of the break fits
together very closely, with complex contours and few bits of
"filler"; this is technically different from most newly worked
heads, which have straight-cut necks to simplify the process of
attachment.
23Smithl998,59.
24Schmidtl968,85.
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2007] MYTHOLOGICAL GROUP PORTRAITS IN ANTONINE
ROME 677
Fig. 5. Portrait head (detail) of a woman from Mars-Venus
group, ca. 140-150 C.E. (courtesy Musee du Louvre/M. and
P. Chuzeville).
identification, but in my view it makes a connection
with private funerary sculpture more probable.25 A
similar setting is likely for a group now in the Terme
15. Museum, which was also excavated in Ostia, but not
in situ (see fig. I).26 It was discovered in 1918 within
an Early Christian church but had clearly been moved
there after being damaged, since in its complete state
it was too large to fit through the church door.27 A fu-
nerary cippus was also found in the church, making
a tomb context likely.28 And as Kleiner has argued,
third-century C.E. sarcophagi replicating the group
in Mars-Venus format demonstrate that these images
were indeed used in the funerary realm (fig. 10). 29
A distinctive though rarely noted feature of the
sarcophagi is that the Mars-Venus groups are shown
with pedestals; they are thus clearly to be identified
as reproductions of statues. Due to this feature, the
Fig. 6. Portrait of Faustina Minor, ca. 147-148 C.E. Rome,
Museo Capitolino, inv. no. 449 (courtesy Forschungsarchiv
fur An tike Plastik, Koln) .
images on the sarcophagi can best be interpreted as
small-scale adaptations of the monumental funerary
groups for patrons who desired a similar form of self-
representation, on a more modest budget.
Mythological funerary portraits similar to the Mars-
Venus groups are a well-attested phenomenon of the
High Empire.30 Statius, for instance, described the late
first-century C.E. tomb of Priscilla, wife of an imperial
freedman, which contained statues of the deceased as
Ceres, Diana, Maia, and Venus.31 A similar tomb, dat-
ing to the 130s C.E., has been excavated from the Via
Appia and included an inscription describing the por-
traits "in formam deorum" of the dead liberta Claudia
16. Semne as Fortuna, Spes, and Venus.32 Wrede's cata-
logue of the extensive visual evidence for mythological
portraits demonstrates that they were widely popular
and featured an extensive range of divinities.33 They
25 Schmidt 1968.
26 On the excavation, see Moretti 1920.
27Moretti 1920, 59-60.
28Morettil920,60.
29 Kleiner 1981, 540.
30 See above all Wrede 1981. Kleiner (1981) focuses on
statue groups of Mars and Venus, as well as on reliefs showing
the woman as Venus juxtaposed with a man in contemporary
dress. D'Ambra (1989, 1996) offers other examples of funer-
ary portraits with Venus. Kampen (1996) and Zanker (1999)
discuss the iconography and meaning of an unusual portrait
of a Roman woman as Omphale in the Vatican Museum.
"StaL&Yv. 5.1.232-33.
32 Wrede 1981, 77; see also Wrede 1971.
33 Wrede 1981, esp. 159-60 for discussion of differing pat-
terns of commemoration for men and women.
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678 RACHEL KOUSSER [AJA 111
17. Fig. 7. Portrait head (detail) of a man from Mars-Venus
group, ca. 140-150 C.E. (courtesy Musee du Louvre/M.
and P. Chuzeville).
Fig. 8. Portrait of Hadrian, ca. 130 C.E. Rome, Museo Capi-
tolino, inv. no. 193 (courtesy Forschungsarchiv fur Antike
Plastik, Koln).
were used allegorically to express the virtues of the
deceased, or to allude to the profession of the per-
son commemorated; the latter option is especially
characteristic for men, as, for instance, when a doc-
tor is represented by an image of Aesculapius.34 The
monumental portrait groups in Mars-Venus format
should thus likely be understood against this broader
background of mythological self-representation in
funerary contexts.
While the tomb seems the most plausible context for
the Antonine Mars-Venus portraits, there is some evi-
dence for use of the groups in domestic settings also.
Most significantly, a variant version of the groups -
with the same female statue type juxtaposed with a
cuirassed male instead of the usual nude Ares - was
recently excavated from the area of a small but richly
furnished Late Antique house in central Rome.35 In
addition, the monumental group in the Louvre (see
fig. 4) may have been created for an elite home, since
it was found near Sta. Maria Maggiore on the Esquiline
Hill in Rome, the site of many luxurious dwellings of
the aristocracy; alternatively, it could have served a fu-
18. nerary purpose if its findspot lay outside the city walls.36
A series of unprovenanced statuettes from Rome are
most plausibly interpreted as domestic decor, given
their scale (< 1 m high) and middling level of crafts-
manship.37 Such mythological sculptures were popu-
lar in elite homes, serving as symbols of luxury and
34Wrede 1981, 160.
35 Rome, Museo Nazionale delle Terme, inv. no. 338372;
supra n. 6.
3bOn the statue's provenance, see Kalveram 1995, 210. On
the topography of the area, see Coarelli 1994, 231-32.
s7 Rome, Museo Borghese, inv. no. 627 (ht. from head to
foot 0.85 m); Vatican City, MuseiVaticani, Galleria
Chiaramon-
ti, inv. no. 2125 (preserved ht. of male torso 0.41 m); Leiden,
Museum of Archaeology, inv. no. 31 (preserved ht. of male tor-
so 0.42 m) . A fragmentary statuette of a Venus group (ht. from
just above the feet to the waist ca. 0.30 m), now in the collec-
tion of New York University, is most plausibly interpreted as
once belonging to a Mars-Venus group; although no traces of
the male figure remain, the breakage on the left knee resem-
bles that of several groups where Mars' hand rested on Venus'
knee. The likely provenance (Rome) and sensuous presenta-
tion of the goddess also seem appropriate for an erotic group.
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19. 2007] MYTHOLOGICAL GROUP PORTRAITS IN ANTONINE
ROME 679
prestige, as Neudecker has argued.38 They could also
have a special meaning for the villa owner; Neudecker
sees Trimalchio's marble statue of Venus, described in
the Satyricon, as a fitting deity for this nouveau riche
patron because he rose to power by serving as the deli-
ciae of both master and mistress.39 A sculptural group
in Mars-Venus format could perhaps have a similarly
personal meaning, representing the love of the cou-
ple who owned the house and connecting them with
the elevated world of Greek mythology and art.40 The
home thus remains a possible alternative setting for
the monumental portrait groups, although it seems
less likely than the tomb; the provenance is less secure,
and the scale of the Antonine groups (> 2 m high and
commensurately wide) would make them unsuitable
for display in all but the largest homes.
The hypothesis that the Antonine portrait groups
came from private funerary and/or domestic con-
texts fits well with what we know about the statues and
about High Imperial image-making more broadly. It
thus serves as the basis for my analysis of the portrait
groups in Mars-Venus format and their use of classical
sculpture and Greek myth.
MYTHOLOGICAL SELF- REPRESENTATION AND
MARRIED LOVE IN THE MARS- VENUS PORTRAITS
The over-life-sized groups - with their idealized
20. classicizing bodies and their finely detailed male and
female portrait heads - can best be interpreted as
visually impressive, if somewhat unorthodox, com-
memorations of married couples. This section consid-
ers their models, their overall visual effect, and their
reception by viewers.
The groups' relation to classical Greek art should
first be considered. Traditionally, scholars have seen
the bodies of the groups as based on classical proto-
types, while their portrait heads were a Roman in-
novation.41 In recent years, Romanists have rightly
challenged the assumption that all familiar Roman
statue types copy Greek models; moreover, scholars
have cast particular doubt on the connection between
Fig. 9. Portrait group of Mars and Venus, ca. 140-150 C.E.
Rome, Museo Capitolino, inv. no. 652 (courtesy Forschungs-
archiv fur Antike Plastik, Koln).
the Mars-Venus groups and classical originals.42 While
these revisionist scholars are fully justified in question-
ing the assumptions upon which earlier approaches to
Roman art were based, too absolute a skepticism re-
garding Greek models can be as misleading as previous
credulity. So, in the case of the Mars-Venus groups, the
new scholarship tends to stress the Roman resonances
of the statue types and to insist upon the sculptures'
38Neudecker 1988, 122.
39Petron. Sat 29; Neudecker 1988, 31-2.
40 The Mars-Venus gems - small personal objects with an
intimate connection to the wearer's body - might also have
21. had an autobiographical significance for their owners. In ad-
dition to a gem from the legionary camp at Xanten (infra n.
57) , the Mars-Venus type is seen on two later imperial works:
a
carnelian in Florence's Museo Archeologico (inv. no. 14722) ,
and a gem in red jasper now in the British Museum (inv. no.
72.6-4.1367) . The latter is particularly interesting in that it in-
cludes a figure of Amor holding a lighted torch and bears an
inscription restored as "M[ar]cia et C[aiu]s ERSS"; both the
torch and the inscription have been interpreted by Richter
(1968-1971, 2:37-8, fig. 124) as references to a marriage. The
ring might then have served as a wedding present, praising
the bride and groom by comparing them to Mars and Venus.
41 This interpretation has its origins in 19th-century scholar-
ship (e.g., Overbeck 1858, 258-59) , and received its canonical
treatment in Furtwangler 1895, 384-85. It has subsequently
been adopted by most scholars; supra n. 3.
42 For the challenge to scholarly assumptions about "Roman
copying" generally, see Marvin 1989, 1997; Ridgway 1984; and
the essays collected in Gazda 2002. On the problems associ-
ated with Greek precedents for the Mars, see Hartswick 1990.
On the groups, see Perry 2005, 128-49.
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680 RACHEL KOUSSER [AJA 111
Fig. 10. Sarcophagus with Mars-Venus group from Rome, ca.
200-250 C.E. Munich, Kunstlerhaus (courtesy DAI Rome).
22. status as emulative yet creative works of art.43 This
unduly limits the range and depth of resonance that
these works had for viewers.44 While not denying the
Roman aspects of the portrait groups, I would at the
same time emphasize that their "Greekness" - in typol-
ogy, style, and mythological reference - was a critical
part of their appeal for patrons.45
One clear signal of the Greekness of the groups was
their combination of two familiar statue types, known
as the Ares Borghese and Aphrodite of Capua (figs.
11,12). The latter has well-documented origins in the
Greek period, with a visual format that can be observed
in the Venus de Milo (albeit with altered arms and
a more sensuous Hellenistic style) and in a series of
small-scale Hellenistic terracottas from Corinth.46 The
style, body type, and pose of the Ares Borghese find
good parallels in works by the followers of Polykleitos,
although the type itself does not appear in preserved
artworks prior to the Neronian era.47
Just as the sculptures looked back to Greek art in
terms of their iconography, they also recalled it in their
styles. Both the male and female figures were rendered
in classicizing styles, although from chronologically
disparate periods: the male figure looked back to the
late fifth century B.C.E., the female to ca. 350-300
B.C.E.48 Both types thus came from the highly valued
Classical era, and their heroic nudity (or in the case
of Aphrodite, half-nudity) , their naturalistic yet ideal-
ized features, and their elegant and graceful postures
made them characteristic examples of the achieve-
23. ments of Greek art.
Not surprisingly, the Ares and Aphrodite statue
types were enthusiastically adopted by Roman artists,
either separately or together. The Aphrodite of Capua
43This is the approach taken, above all, by Perry 2005, 128-
49.
44Cf.Varner2006.
45 This argument is developed further in Kousser (forth-
coming) .
46 Venus de Milo: Musee du Louvre MA 399; on the statue
and its relation to classical Greek art, see Kousser 2005, esp.
237-39. Corinthian terracottas: Corinth, Archaeological Mu-
seum, inv. nos. MF 8596, 3973, T 93-TC 19; on the terracottas,
see Broneer 1930, fig. 30; Davidson 1952, pl. 18.222.
47Hartswick 1990, 230 (Roman copies), 250-52 (parallels
with works by the followers of Polykleitos) .
48 These are the periods in which the Ares Borghese and
Aphrodite of Capua types were likely created. For a discus-
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2007] MYTHOLOGICAL GROUP PORTRAITS IN ANTONINE
ROME 681
24. Fig. 1 1 . Aphrodite of Capua. Roman copy of a fourth-century
B.C.E. Greek original. Naples, Museo Nazionale Archeologi-
co, inv. no. 6017 (courtesy DAI Rome).
type was used both as a sensuous Venus decorating
Roman leisure buildings such as baths and as a more
martial Victoria on imperial victory monuments such
as the Trajan and Marcus Aurelius columns.49 The Ares
Borghese appeared in single-figure honorific portraits,
including one of Hadrian, and also as a god in temple
decoration; one version of the type, dating to the An-
tonine period, was uncovered within the round Largo
Argentina temple in Rome.50
In addition to the classical originals and contempo-
rary Roman images based on them, the portrait groups
had a more direct precedent in a sculpture from the
Forum Augustum (fig. 13) . Although this sculpture is
now difficult to interpret due to its poor state of pres-
ervation and limited excavation history, it deserves
some commentary. The sculpture preserves part of
Fig. 12. Ares Borghese. Roman copy of a late fifth-century
B.C.E. Greek original. Paris, Musee du Louvre, inv. no. 866
(courtesy Art Resource) .
the neck and upper chest of a male figure (nude ex-
cept for a sword belt over the right shoulder) and the
left hand and arm of another figure around his neck.
These details are sufficient to indicate that the statue
belongs to the series of groups in Mars-Venus format,
as has been recognized since the fragment's publica-
tion by L'Orange in 1932.51
There is little scholarly consensus on the date and
25. original function of this fragmentary Mars-Venus
group. It was found during the large-scale excava-
tions of the Forum Augustum in the late 1920s, and
no precise record of its discovery is known.52 It has
been proposed that the group was created around the
mid second century C.E. on analogy with the better-
preserved Antonine portrait statues and coins.53 It
would then be a retrospective work meant to recall,
sion of the origins of the Ares Borghese, see Harrison 2005,
123-24. On the Aphrodite of Capua, see Kousser 2001, 12-16;
(forthcoming) .
49 On the uses of the Aphrodite of Capua type in Roman art,
see Kousser 2001, 2006; Perry 2005, 143-44.
50 On the Roman versions of the Ares Borghese, see LIMC
2:512-13, s.v. "Ares/Mars."
51 Republished in L'Orange 1973, 103-6.
52L'Oranffe 1973, 105.
53Giuliano 1985, 220.
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682 RACHEL KOUSSER [AJA 111
Fig. 13. Fragment of Mars-Venus group from the Forum of
Augustus/ Augustan. Rome, Musei dei Fori
Imperiali, inv. no. 2563 (courtesy Direzione dei Musei
Capitolini).
26. through the context and the divinities closely identi-
fied with Augustus, the first princeps and the golden
age associated with his reign.54 There is, however, bet-
ter evidence for an Augustan date for the fragment.
The expert sculptural technique and monumental
scale (the preserved dimensions are 0.32 x 0.39 x
0.25 m, commensurate with those of the life-sized
groups) are appropriate for the forum complex, a
major building project of the new Augustan regime.
And as L' Orange recognized, the work was perhaps
described by Ovid as standing within the Temple of
Mars Ultor.55 The passage forms part of a catalogue of
Roman sites observed by a female viewer:56
Venerit in magni templum, tua munera, Martis,
stat Venus Ultori iuncta, vir ante fores. . . .
Should she come into that temple of great Mars, your
own gift,
Venus stands joined to the Avenger, her husband
before the doors. . . .
In addition, the type is replicated on a fragmentary
carnelian gem with a secure terminus ante quern of 70
C.E., demonstrating that it was familiar well before the
second century.57 The totality of the evidence thus sug-
gests that the sculpture dates to the late first century
B.C.E. or early first century C.E. and originally formed
part of the decoration of the Temple of Mars Ultor.
As an over-life-sized sculpture set up in a prominent
public location, it offered an authoritative rendering
of two gods central to Augustus' propaganda.
While the poor state of preservation of the sculpture
27. obscures many details of its appearance, some signifi-
cant evidence can be extracted from visual analysis of
the fragment. Most notably, it is clear that an innova-
tive formal aspect of the groups - their reworking via
gesture and pose to link the two, initially separate,
statues - was already present in the Augustan monu-
ment. As the remains of Venus' hand on Mars' neck
demonstrate, the single-figure Aphrodite of classical
Greece was adapted by the Augustan sculptor to em-
brace her consort; the gesture was one of intimacy
54 According to the Scriptores Historiae Augustae, repairs
were
made to the Forum Augustum in the Hadrianic period, pro-
viding a possible occasion for the addition of a new work of
sculpture (Scriptores Historiae Augustae Hadr. 19). It should
be
noted, however, that the Scriptores Historiae Augustae is not
al-
ways a reliable source, and that no archaeological evidence has
been found to suggest a large-scale restoration of the forum in
the second century C.E. (see LTUR 2:289-95, s.v. "Forum Au-
gustum"; Platner-Ashby, 220-23, s.v. "Forum Augustum").
55L'Orange 1973, 106.
56 Ov. Tr. 2.295-96.
57 Xanten, Rheinisches Landesmuseum, inv. no. XAV2760,
L 22. On the gem, see Platz-Horster 1987, 4-5, pl. 15.
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28. 2007] MYTHOLOGICAL GROUP PORTRAITS IN ANTONINE
ROME 683
and affection. To judge from the Antonine sculptures,
Ares' slight downward gaze and the orientation of his
body toward the right were accentuated in the groups
to highlight his responsiveness to his partner; and his
muscular nudity was emphasized through the contrast
with the goddess' softer flesh and his weapons. The
result was a majestic, retrospective work of art, based
on Greek prototypes but thoughtfully combined in
new ways.
Within the Forum Augustum, the monumental
statues visibly embodied the authoritative yet attrac-
tive qualities of the new regime. To begin with, the
sculpture's Greek visual format was appropriate to the
classicizing and eclectic taste of the period. It fit well
within the forum complex as a whole, complementing
the evocation of the classical past represented by the
copies of the Erechtheum caryatids.58 And the allusion
to Greek mythology served here, as in the treatment
of the Aeneas legend within the forum, to insert the
Romans within a well-known literary tradition.59 Fur-
thermore, the group expressed a common theme of
the princeps' propaganda: Augustus' establishment of
peace, represented allegorically by Venus, ancestress
of the Iulii, disarming Mars, ancestor of the populus
Romani via Romulus.60
The princeps' use of Mars and Venus formed part
of a broader attempt to represent the new imperial
order as divinely sanctioned and Augustus himself as
uniquely qualified to rule because of his descent from
29. Venus and from the new divus, Julius Caesar.61 The cult
group in the Temple of Mars Ultor has been convinc-
ingly reconstructed as depicting Venus receiving the
sword of Mars, with Divus Iulius standing nearby; the
two gods also appeared together on the temple pedi-
ment and as statues in the round, with Julius Caesar
again, in the Pantheon of Agrippa.62 Juxtaposed with
their mortal descendents, the gods were celebrated
above all as parents and tutelary divinities of the Ro-
man state.
Yet the sexual content of the imagery should not
be overlooked. In the fragmentary Mars-Venus group,
for instance, the figures' nudity and physical intimacy
would have reminded viewers of their fame as the most
passionate lovers in the Olympian pantheon. This was
a well-known myth, and one frequently alluded to in lit-
erature of the Greek and Roman periods. As recounted
in its canonical form by the bard Demodokhos in Hom-
er's Odyssey, the myth told how the goddess of love was
unfaithful to her husband, the ill-favored Hephaistos,
preferring instead the youthful, handsome god of war;
the adulterous lovers were eventually caught inflagrante
by the angry husband and publicly shamed (Horn. Od.
8.266-366) . Given the myth's exalted literary ancestry,
it is not surprising that it was familiar to the Romans
also. At the time the Forum Augustum sculpture was
created, it had recently been highlighted by Lucretius
in the invocation to Venus in book 1 of his De Rerum
Natura, where the poet describes Mars:63
30. in gremium qui saepe tuum se
reiicit aeterno devictus vulnere amoris
atque ita, suspiciens tereti cervice reposta,
pascit amore avidos, inhians in te, dea, visus
eque tuo pendet resupini spiritus ore.
who often in your lap
reclines, conquered by the eternal wound of love
and thus looking up, with well-turned neck thrown
back,
feeds his desirous gaze with love, gaping at you,
goddess,
and his breath as he lies back hangs upon your lips.
This emphasis on the gods' romantic relationship
and their adultery might be seen as potentially dif-
ficult to square with the Augustan program of moral
renewal. And, indeed, Ovid's Tristia 2 suggests that the
statues were liable to mischievous misinterpretation.64
This description of the group formed part of a larger
catalogue of innocuous images that suggested not-so-
innocent thoughts, with Ovid concluding that:65
omnia perversas possunt corrumpere mentes;
stant tamen ilia suis omnia tuta locis.
58 For the best visual documentation of the architectural
and sculptural program of the forum, see Ungaro and Milella
1995.
59 Supra nn. 15, 16.
C.f., e.g., the programmatic message of the cult statue
31. group in the same temple (Zanker 1988, 196).
61 Holscher 1988, 356-59; Zanker 1988, esp. 167-238, "The
Mythical Foundations of the New Rome." A Julian connec-
tion with Mars is also possible. Julius Caesar, e.g., was
honored
by the citizens of Ephesos as the son of Ares and Aphrodite
(Syll.3 347).
62 A relief now in Algiers likely preserves the visual format
of the cult group, juxtaposing Venus and the half-nude Di-
vus Iulius with a cuirassed statue of Mars Ultor, identified as
such through gems bearing both the name and an inscription
(Zanker 1984, 18-19; 1988, 198-200; Kleiner 1992, 99-102, fig.
84) . The pedimental sculpture is shown on a Claudian histori-
cal relief, now in the Villa Medici, depicting a sacrifice before
the temple (Zanker 1988, 196; Kleiner 1992, fig. 120) . The
stat-
ues in the Pantheon are described in Dio Cassius (53.27) .
63 Lucr. De Rerum Natura 1.33-7.
64 On Tristia 2 and its social and intellectual background,
see Nugent 1988; Barchiesi 2002.
65Ov. Tr. 2.301-2.
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32. 684 RACHEL KOUSSER [AJA 111
All things are able to corrupt perverse minds;
All things however are safe in their proper place.
Ovid stressed the potentially adulterous resonances
of the image, with Venus joined to Mars with her hus-
band immediately outside the door. This is a typically
Ovidian interpretation of the work, which fits the po-
et's polemical purpose: to argue that his poems, like
Augustus' religious donations, were in fact innocent
and corrupted only those with impure minds. Else-
where in Tristia 2, Ovid ostensibly rejects a lascivious
reading of a major work of art, while at the same time
indicating that such a reading was in fact common,
perhaps even inevitable.66
The sculpture has appeared unduly lascivious for
the Forum Augustum to many modern scholars, as well
as to Ovid. It can best be understood as an experimen-
tal work, created at a time of flux and innovation in Ro-
man art.67 For modern art historians, Augustan works
of art often appear to be canonical - monuments that
set the standard for later imperial art. But this perspec-
tive is available only in retrospect. To contemporary
viewers, the commissions of the new princeps would
have looked rather different. They broke with estab-
lished traditions of divine representation in Roman
art and drew instead on a richer but less familiar com-
bination of models: classical Greek statuary, Homeric
mythology, and Hellenistic/Republican art from the
private sphere.68 The Forum Augustum group should
be seen as an illuminating if not entirely successful at-
tempt on the part of its sculptor to synthesize these
33. models into a new tradition of divine imagery.
The Antonine portrait groups retained, so far as
we can judge, much of the overall visual form of their
Greek and Augustan prototypes; the alterations are,
however, significant. Most importantly, the groups
personalized their models through the use of portrait
heads; the goddess of love and the god of war (classi-
cal Greek deities, adulterous lovers, divine ancestors
of Rome) were here deployed to exalt, by association,
contemporary - and clearly mortal - individuals. The
descriptive, often homely, portrait heads, with their
crow's feet and prominent chins, their thin lips and
bulging eyes, can seem to modern viewers to sit rath-
er awkwardly on the perfect divine bodies to which
they were joined. But for their Roman patrons, these
features were in no way problematic; rather, they
had an essential role to play in linking the beautiful
marble statues with the everyday lives of those they
commemorated. In this way, they brought their com-
missioners a little closer to the exalted world of Greek
myth and art.
Further adaptations that can be observed in the
costumes and attributes of the protagonists likewise
helped to make the imagery appropriate for contem-
porary patrons. For example, the female figure often
wore a high-belted chiton with buttoned sleeves in
addition to the mantle draped about her hips; this al-
teration served to tone down the sensuality of the origi-
nally half-nude statue type (see figs. 4, 9, 1 1 ) . The male
34. figure, while remaining mostly nude, was outfitted as
if in recompense by a veritable panoply of weapons.
While the Greek prototype likely showed Ares simply
wearing a helmet and holding a spear in his right
hand, the later versions all added a discarded cuirass
as a support; the Capitoline statue wore, in addition,
the characteristic Roman military cloak, while the Lou-
vre and Terme figures each had instead a sword belt
and lavishly ornamented sword (see figs. 1, 4, 9) . The
Late Antique version of the group dispensed entirely
with the nude Ares type to feature a cuirassed figure
with all these military accoutrements: cloak, sword and
sword belt, spear, and a helmet serving as a support.
When compared with the Greek model, the later Mars
sculptures thus conveyed a heightened appearance
of martial valor; at the same time, they seemed more
pacific and tender, due to the interaction with an af-
fectionate, Venus-like female figure.
The Antonine portrait groups, then, departed from
their Greek and imperial prototypes in terms of visual
form; they also served very different functions. After
all, the Greek originals likely had a public and religious
function, as did the Augustan group.69 By contrast, the
Antonine statues were privately commissioned works
of art for a decorative or funerary purpose. This trans-
formation is worth stressing both because it is, on the
face of it, so peculiar (who would think of adapting a
Greek religious statue into a portrait of oneself?) and
because it is so thoroughly characteristic of Roman pri-
vate art. In their homes and gardens, Roman patrons
lived surrounded by Greek-inspired images: classi-
cal statue types that had been miniaturized, mirror-
35. reversed, or recombined to create works of art suitable
for private display.70 And by the period of the High
66Nugent 1988, 243.
67Galinskyl996,8.
68 It is only in the visual culture of the private sphere (pre-
served, above all, in Pompeii) that we see images of Mars and
Venus as lovers; see, e.g., the silver drinking cups from the
House of the Menander at Pompeii, described in Maiuri 1932,
1:321-26; 2:pls. 31-6.
69 The Forum Augustum group had, of course, a strong po-
litical charge, but if it was indeed set up within the Temple of
Mars Ultor, it would have served a religious function as part of
the temple's decoration.
70 For classical statue types adapted in Roman homes, see
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2007] MYTHOLOGICAL GROUP PORTRAITS IN ANTONINE
ROME 685
Empire, the same was true of their tombs, which were
filled with portrait statues like those examined here,
or mythological paintings, mosaics, or sarcophagi.71
Greek art was incorporated into Roman daily life in
a more creative, more thorough-going, and above all
more personal manner than was possible via imperi-
36. ally commissioned public monuments.
As the visual format and function of the statues be-
came more personal, so, too, did their meaning for the
audience. While the Greek originals were likely inter-
preted by viewers within a civic and religious frame-
work and the Augustan group within a political and
allegorical one, the Antonine portrait groups were
insistently private and personal in nature; they told
visitors to house or tomb about the love of the married
couple portrayed. They consequently formed part of
the richly varied Roman visual culture focused on the
representation of married love.
To understand the connotations of the Mars-Venus
portrait groups for contemporary viewers, it is useful
to compare them briefly with other depictions of male-
female relationships in Roman art. Among the most
familiar are the scenes of Roman couples in contem-
porary dress on biographical sarcophagi (fig. 14). 72
These clarify how husbands and wives were expected to
be represented in a daily-life setting, in contemporary
costume and with the actions and gestures appropri-
ate to a particular event, the Roman wedding. As the
protagonists clasped hands to signal the ratification of
the dotal contract, the sculptures stressed the public
and ceremonial character of Roman marriage.73
In contrast to the biographical sarcophagi, the Mars-
Venus portrait groups and related images on mytho-
logical sarcophagi and mosaics highlighted instead the
affective qualities of marriage. They offered a range
37. of options for the representation of the couple's emo-
tional experience, from desperate sorrow at the death
of one partner - highlighted, for instance, by images of
Achilles and Penthesilea or Admetus and Alcestis - to
the pleasures and sensuous delights of reciprocal af-
fection (as shown by the extremely popular images of
Dionysos and Ariadne) .74 In their overall visual effect,
these mythological images were very different from
the wedding contract scenes, as they made use of ex-
travagant gestures and facial expressions to convey
a strong emotional charge, while adapting familiar
classical types for an impressive appearance. Within
this range of options, the groups in Mars-Venus for-
mat are notable for their emphasis on the virtus and
military prowess of the husband, metaphorically sug-
gested through his identification with Mars; and the
wife's connection to Venus praised her beauty and
desirability, while her action signaled her love for her
husband, as she gazed at and embraced him.
As with other mythological couples, such as Achilles
and Penthesilea or Admetus and Alcestis, the divine
figures of Mars and Venus may seem a perplexing
choice for self-representation, at least to modern schol-
ars. Yet, since these mythological self-representations
did occur - indeed, they permeated Antonine private
art - we must try to understand their attraction for Ro-
man patrons. In this regard, it is important to note first
the value placed on the affective qualities of marriage
in Roman culture; literary and epigraphic texts testify
to a romantic ideal of marriage, which was intended to
38. be emotionally satisfying for both partners.75 While a
few contemporary-dress portraits sought to depict this
ideal, it was more effectively shown through mythologi-
cal self-representations. In these, patrons, freed from
the constraints of real-life decorum, could take on
new roles in a fantasy world of romantic passion. Thus,
Greek-inspired images served to express certain impor-
tant aspects of Roman marriage more fully than could
works of art of a more purely "Roman" character.
In addition, it must be stressed that these Greek
mythological images were interpreted selectively by
Roman patrons and viewers. For modern scholars, con-
ditioned by long training to accept the information de-
rived from written texts as fixed and authoritative, this
can be difficult to appreciate. But for Romans living in
a more oral, less text-based culture, myths were fluid
in their significance and lent themselves to frequent
reinterpretation. The Mars-Venus portrait groups are
a particularly striking example of this process of selec-
tive interpretation; but they are not alone. A useful
comparison might be the sarcophagi with Achilles and
Penthesilea, which spoke to the husband's sorrow at
his wife's death but not his responsibility for it.
To sum up, the Mars-Venus portrait groups of-
fered their commissioners a very powerful and attrac-
esp. Neudecker 1988; cf. the comments in Bartman 1991,
1992, 2002; Zanker 1998, 16-19.
39. 71 For the mythological portraits, see esp. Wrede 1981;
D'Ambra 1996. For paintings and mosaics, see Toynbee 1996,
138-45 (Isola Sacra and Vatican necropoleis). For sarcopha-
gi, see D'Ambra 1989; Zanker and Ewald 2004.
72 On the biographical sarcophagi generally, see Kampen
1981.
73 On the handclasp as a signal of the ratification of the do-
tal contract, see Treggiari 1991, 164-65.
74 For sarcophagi, the most comprehensive introduction re-
mains Koch and Sichtermann 1982; see also Zanker and Ewald
(2004) for a more up-to-date and theoretical approach. On
mosaics, see esp. Muth 1998.
75Treggiari 1991, 229-61, "Coniugalis amor."
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686 RACHEL KOUSSER [AJA 111
Fig. 14. Sarcophagus showing a wedding, mid second century
C.E. Mantua, Palazzo Ducale (courtesy Forschungsarchiv
fur Antike Plastik, Koln).
tive means to depict the private, romantic aspects of
their conjugal relationship. They were a complement
and alternative to contemporary-dress portraits, with
their stress on the formal, public qualities of Roman
marriage.
40. To understand how Greek myths and images took
on so central a role in Roman self-representation, it is
useful to consider when and under what circumstances
Romans of the Antonine era encountered these aspects
of Hellenic tradition. They had many opportunities;
Roman viewers could draw on literary texts (possibly
with illustrations) , oral accounts, or visual representa-
tions decorating major sanctuaries. One alternative
that has been insufficiently explored, however, is the-
atrical performance.76 In Rome and its environs - and
indeed, in cities throughout the empire - the theater
played a central role in civic life during the Imperial
period.77 It offered frequent performances (associat-
ed with religious festivals, imperial cult, and military
triumphs), which attracted a broad and enthusiastic
cross-section of the urban population.78
Given the popularity of theatrical performances, it
is all the more significant that their content was by the
Antonine period based primarily on Greek myths. As
literary and epigraphic texts demonstrate, the domi-
nant genre of the era was pantomime: the representa-
tion through dance and acting of a Greek mythological
narrative. Pantomime thus offered an opportunity for
Romans of all social levels to experience the Greek
mythological past as a vivid and significant part of their
own culture. This has, I argue, important implications
for our understanding of Roman art.79
7(1 Some very insightful treatments do exist for "fatal cha-
rades" in the Roman amphitheater (esp. Coleman 1990). But
in understanding the attractions of Greek myth for Roman
mythological self-representation, these staged executions of
criminals are less relevant than the pantomime performances
41. examined here.
77 On the Roman theater generally, see Scodel 1993; Slater
and Csapo 1995.
78 On appropriate occasions for theatrical spectacles, see
Blansdorf 2004, 120-27; on the (ever-increasing) number of
days set aside for them, see Slater and Csapo 1995, 209. On the
performative and theatrical qualities of central Roman cere-
monies such as the triumph, see Beard 2003.
79 A few scholars have drawn attention to the importance of
theater for an understanding of Roman art; see, e.g., Varner
(2000) on Senecan tragedy and fourth-style wall painting, and
Huskinson (2002-2003) on performance and theatrical mosa-
ics in An tioch.
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2007] MYTHOLOGICAL GROUP PORTRAITS IN ANTONINE
ROME 687
GREEK MYTHOLOGICAL NARRATIVES IN THE
ROMAN THEATER
In the Antonine era, pantomime performances
(already popular from the age of Augustus onward80)
attained a new degree of prominence and social accep-
tance.81 These song and dance spectacles increasingly
replaced earlier forms such as comedy and tragedy in
42. the roster of performances offered on major holidays;
they were for the first time admitted into the dramatic
competitions at the international sacred festivals.82
Scholars have often seen this as clear proof of the de-
generacy of High Imperial theater, as the impressive
literary tradition preserved in Plautus and Terence was
replaced by performances whose highlight was mi-
metic dancing.83 Nonetheless, this development merits
close scrutiny because of the widespread popularity of
pantomime and its concern with mythological narra-
tive, the broader subject of this article. This section ex-
amines the basic components of pantomime spectacle
(the performer, plot, action) and its reception by the
audience. While I do not intend to suggest that panto-
mime was the only means by which Romans encoun-
tered Greek myth, I do argue for the significance of
this underestimated genre for High Imperial private
art.
While variations existed, the genre of pantomime
had by the Antonine period attained a clear and ca-
nonical form.84 It normally involved one central (male)
performer who danced and acted out a narrative to
the accompaniment of music and a chorus.85 He wore
an elegant, loose-fitting silken costume and a series
of masks; unlike those of comedy and tragedy, the
mouths in pantomime masks were closed, to signal the
performer's silence.86 By switching masks, he played all
or nearly all roles in the pantomime, though he was
occasionally assisted by a supporting actor.87 His aim
was to convey character and action through movement
alone, and to choose appropriate movements for par-
ticular characters.88
43. Lucian's On the Dance, which includes our only ex-
tensive preserved description of a pantomime specta-
cle, provides very useful information about the effect
of such a performer. Lucian relates that the perform-
er "by himself danced the adultery of Aphrodite and
Ares, Helios revealing the secret, Hephaistos plotting
and catching the two, Aphrodite and Ares, in a net,
and the gods coming in, each individually, and Aph-
rodite being ashamed, and Ares cowering and asking
for mercy, and all that belongs to this story."89 His
performance was, according to Lucian, so thoroughly
convincing that a Cynic philosopher in attendance
shouted, "I hear the story that you are acting, man, I
do not just see it; you seem to me to be talking with
your very hands!"90
This account, apocryphal or not, highlights several
important aspects of pantomime performance. It sug-
gests, first, the titillating combination of high culture
and eroticism that often seems to have characterized
pantomime; the subject matter referenced the famous
song of Demodokhos in Homer's Odyssey but also ex-
plored fully the sexual and voyeuristic aspects of the
myth of Ares and Aphrodite.91 This choice of plot was
not unusual, since pantomime drew above all on erotic
narratives familiar from literary texts. Most prominent
were myths told in Homer, Hesiod, and classical trage-
dy, although later authors such as Virgil might be used
also.92 And we have occasional references to historical
figures such as Cleopatra.93 Nonetheless, the emphasis
was above all on Greek myth, and especially on myths
concerning male-female relations; Lucian describes
the ideal performer as someone who "before all else
44. . . . will know the stories of [the gods'] loves, and those
80 On Augustan pantomime, seejory 1981, 2003.
81 For a discussion of changes in the Antonine period, see
Robert 1930, 121; Barnes 1996, 167-68. For the prominence
of the performers as attested in inscriptions, see Blansdorf
2004, 108-13.
82 Robert 1930.
83 For the historiography of imperial theater, see Jones
1993, 39-40.
84 For a discussion of both the canonical form of panto-
mime and the difficulties inherent in generalization, see Slat-
er and Csapo 1995, 369-70.
85 Lib. Or. 64.57, 64.87-89, 64.97; Lucian Salt. 2, 30; cf.
Apul.
Met. 10.29-34, which suggests that more elaborate spectacles
with multiple performers were also possible; the preponder-
ance of the evidence, however, is for single "stars."
86 Lib. Or. 64.52; Lucian Salt. 2, 29. For images of pantomime
performers in the visual arts, see Kokolakis 1959, 36-40; Jory
1996.
87 Jory 2003, 187-88. On supporting actors, see Kokolakis
1959,44-51.
88LucianM£.67.
89 Lucian Salt. 63: "ambq eq> eoroxoi) cbpxr|oaxo xrjv
A(ppooixr|<;
45. mi 'Apeoq jioi%eiav, "Htaov jaJivoovxa mi "Hcpoaaxov empo-
vtauovxa mi xoT<; 5ea|aoT(; a^cpoxepcnx;, xr|v xe
Acppo8ixr|v mi
xov 'Apr|, aayrivevovToc, KOCl Tcy^ ecpeaxcoxaq Oeoix;
emaxov
ocoxcov, mi ai5oi)|jivr|v |iev xr|v A(ppo8ixr|v, )7io5e8oiK6xa
5e
mi iKexetJovxa xov 'Apr|, mi oooc xfj iaxopia xoruxri
rcpoaeaxiv."
90 Lucian Salt. 63 (Harmon 1913-1967, 267): "Akodco,
avGpome, a %o£q • ox>% opco jjxSvov, aXka jioi 5ok£i<;
xalq %£paiv
amaic XaXeiv"
91 On eroticism as characteristic of pantomime, see Lu-
cian Salt. 2-3; Seneca QNat. 7.32.3; Lada-Richards 2003. This
brought on attacks by the church fathers (Puchner 2002) .
92 On this, seeMontiglio 1999, 265; cf. TrGF 1, 344 ad 14a (in-
scription from Tivoli, 199 C.E., with a list of roles based
largely
on Euripidean plots) . For Roman plots, see Suet. Nero 54.
93 Lucian Salt. 37.
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688 RACHEL KOUSSER [AJA 111
of Zeus himself, and all the forms into which he chan-
46. ged himself, and also all the tragedies in Hades."94
These myths of love and passion were represented
in spectacles that drew upon the performer's ability
to communicate and provoke a strong emotional re-
sponse from the audience. Indeed, stories about "bar-
barians" who viewed pantomime and comprehended
the action perfectly demonstrate the high value put on
the performer's capacity to convey the myth through
purely visual means;95 the musical accompaniment
was intended to enhance the effect, but no more. As
the Cynic philosopher's comment in Lucian demon-
strates, the greatest praise for such a performer was
to suggest, metaphorically, his "speaking" power; he
was expected, though silent, to communicate all the
more effectively through gesture.96 His abilities were
particularly appropriate to the society in which he
performed: the diverse, heterogeneous world of major
cities during the High Empire, where Italian provin-
cial governors might rub shoulders in the audience
with Athenian aristocrats and sophists from Africa,
Gaul, or Syria.
But the talented pantomime performer was not
expected simply to communicate a given myth to his
audience; rather, he was to act it out so vividly as to
arouse their intense emotions. As literary and histori-
cal evidence shows, theatrical spectators tended to re-
spond strongly to pantomime, whether with applause,
acclamation, or ad hominem critiques of unsuccessful
performers.97 Occasionally, they rioted, with violent
and often fatal results; the pantomime performers
of Rome were in consequence regularly banned by
irate emperors.98 But the strong emotions stimulated
by pantomime could also be viewed positively, as a re-
lease from the monotonous tensions of everyday life,
47. a unifying force for the heterogeneous elements of
High Imperial society, or as a source of pleasure and
edification.99
These positive benefits were the more significant be-
cause the theater drew together members of all social
classes; it provided a rare opportunity for the general
populace directly to encounter the emperor or local
elite. Therefore, pantomime performance helped
create a shared frame of reference for all members of
civic society that was grounded in Greek myth and the
cultural values articulated therein. The results of this
process are signaled by an illuminating if somewhat
tongue-in-cheek passage in Libanius:
As long, then, as the race of the tragic poets flour-
ished, they went into the theaters as joint teachers of
the people. When they went into decay, only the bet-
ter off part of society could share the education in the
Museia while most were bereft of it - until a god took
pity on the lack of education for the many and intro-
duced dancing as a teaching resource of history for the
masses. The result is that today the gold smith will not
have a bad conversation about the house of Priam or
Laios with someone from the schools.100
This brief discussion of pantomime is useful for the
analysis of mythological portraiture in several ways.
It suggests one way in which Romans of the High
Empire might encounter the mythological narrative
underlying the group portraits in Mars-Venus format
and enhances our understanding of the horizon of ex-
pectations viewers brought to the images. While these
48. expectations were also conditioned by other experi-
ences - for example, by state-sponsored ceremonies
and images celebrating Mars and Venus as progenitors
of the Roman people - pantomime performances were
particularly effective due to their broad popularity
and strong emotional charge. Viewing these statues,
Romans of all social levels could recall a myth made
vivid by theatrical spectacles and could then evaluate
its appropriateness for their own lives as well as for
those commemorated. In this way, Roman viewers
could experience a more powerful connection to the
mythological portraits than would have been possible
through, for example, literary texts alone.
The eclecticism and selectivity of pantomime -
which encompassed the whole of Graeco-Roman
myth-history and constantly reinterpreted its subject
matter in new ways - also provides a useful parallel for
works such as the Mars-Venus portraits. In both cases,
94 Lucian Salt. 59-60 (Harmon 1913-1967, 263): "Ilpo ttocv-
tcov 8e toc 7iepi xox>q epcoTocq ccutcov mi ocmou tov Aibc,
mi exc,
ogoc eocmov jiexeoKexxxoev eiaexai, mi tt|v ev 'AiSou
obtocoocv
Tpayq)5iav"; cf. the lists of pantomime plots in RE 18(3) :847-
49, s.v. "Pantomimus"; Kokolakis 1959, 51-4.
95E.g., Lucian Salt. 64.
96Montiglio 1999, 267.
97Montidio 1999, 276-77.
98 E.g., Dio Cass. 57.14.10; Suet. Tib. 37.2; Domit. 7.1; Tac.
Ann. 1.54, 1.77, 6.13, 13.25. For an analysis of the riots, focus-
ing on the era of Tiberius, see Tory 1984.
49. "Release from tension: Lib. Or. 64.57; unifying force: Lu-
cian Salt. 6, 72; Lib. Or. 64.57; source of edification: Lib. Or.
64.1 12; Lucian Salt 6; cf. Haubold and Miles 2004.
100 Lib. Or. 64.112 (Haubold and Miles 2004, 31): "eco<; ih/
oiv TivGei to tcov Tpaycp5io7ioicov e9vo<;, Koivoi
8i8damXoi toi<;
Stijiok; ei<; toc GeocTpa Ttocpfieaocv eTteiSri 8e oi ikv
6c7rea(3r|aav,
Tfjq Se ev iiovaeioic, naidevoeoaq b'aov e)8oci|LioveaTepov
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2007] MYTHOLOGICAL GROUP PORTRAITS IN ANTONINE
ROME 689
models of diverse origins could be combined into a
new synthesis, in a manner that has seemed peculiar
to modern scholars but was clearly appreciated in an-
tiquity. In addition, pantomime performers, like their
comrades in the visual arts, worked constantly with
50. familiar mythological subjects but were encouraged
to create their own distinctively individualized inter-
pretations of them. Both art forms testify to modes of
aesthetic evaluation characteristic of Roman culture
and very different from our own. They demonstrate
the high value placed by the Romans on works of art
that acknowledged their place within a revered tradi-
tion, rather than on those that radically broke with
established, canonical forms. Such eclectic, classiciz-
ing artworks were appropriate to the society of the
High Empire. They drew on - and indeed, helped to
create - the common culture shared by the empire's
numerous and diverse inhabitants.
CONCLUSIONS
The portraits in Mars-Venus format offer a new
perspective on a question that has recently attracted
scholarly attention: the Roman replication/ emulation
of Greek art.101 This article contributes to the debate
in several ways. First, it complements previous inves-
tigations by highlighting the contributions of the un-
derstudied Antonine era to the Roman transformation
of Greek models. Without negating the importance
of Augustan public art, I would, however, stress that
Antonine private monuments, such as the funerary
and domestic sculptures examined here, deserve a
prominent place in our history of Roman classicism.
My comparison of the Mars-Venus group from the Fo-
rum Augustum with the later Antonine portraits helps
suggest why. If my analysis of the Augustan monument
is correct, this innovative artistic creation presented
51. considerable problems of interpretation for its first
viewers; its references to the Greek past were too new,
too numerous, and too varied to be easily understood.
By contrast, the Antonine portrait groups were both
more familiar in their visual language - since classiciz-
ing sculptures were by this time omnipresent in Roman
public and private art - and more comprehensible
as narrative images. They formed part of a broader
popular culture characterized by abundant opportu-
nities for mythological role-playing, both in the visual
arts (e.g., sarcophagi and mosaics as well as statues)
and in theatrical spectacles such as pantomime. As
Romans of the Antonine era took advantage of these
new opportunities to act out roles within the fantasy
world of Greek myth, they experienced a closer and
more intimate connection to the Hellenic past than
was possible for their Augustan predecessors. In this
way, the Antonine period merits investigation within
the course of any history of classicism that takes ac-
count of the mentalities of Roman viewers.
While complementing earlier studies, this article
also poses a challenge to some current scholarly ortho-
doxies. Most importantly, it offers a fresh perspective
on the vexing question of the originality of "Roman
copies." Many scholars have recently argued for orig-
inality at the level of visual detail, as artists altered,
adapted, and recombined their Greek prototypes for
new Roman creations.102 This approach is useful in
that it allows for a new appreciation of monuments
previously denigrated as eclectic, insufficiently faithful
copies. However, it tends concomitantly to devalue the
many technically superb and visually impressive works
of art that were clearly intended as copies (e.g., the
52. replica series based on Polykleitos' Doryphoros and
Myron's Diskobolos). My analysis of the Mars-Venus
portrait groups offers a different avenue of approach.
While I do discuss some significant changes in the
statues' visual format, I have focused particularly on
alterations in function and meaning; these seem to me
the works' most striking and original aspects. Such an
approach - focusing on how Greek myths and images,
some six centuries old, were deployed to express con-
temporary, thoroughly Roman, values - could fruit-
fully be employed more broadly; it highlights one of
the central achievements of Roman art.
BROOKLYN COLLEGE OF THE CITY UNIVERSITY
OF NEW YORK
29OO BEDFORD AVENUE
BROOKLYN, NEW YORK 1 12 1O- 2 889
[email protected]
101 Supra n. 42.
102 E.g., Perry 2005. See Hallett (2005b) for a critique of
this approach.
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Contentsp. 673p. 674p. 675p. 676p. 677p. 678p. 679p. 680p.
681p. 682p. 683p. 684p. 685p. 686p. 687p. 688p. 689p. 690p.
691Issue Table of ContentsAmerican Journal of Archaeology,
Vol. 111, No. 4 (Oct., 2007) pp. 599-822, i-xvVolume
InformationFront MatterThe Square Temple at Tell Asmar and
63. the Construction of Early Dynastic Mesopotamia, ca. 2900-2350
B.C.E. [pp. 599-632]Family Ideology and Family History: The
Function of Funerary Markers in Classical Attic Peribolos
Tombs [pp. 633-652]Late Hellenistic and Early Roman
Invention and Innovation: The Case of Lead-Glazed Pottery [pp.
653-671]Mythological Group Portraits in Antonine Rome: The
Performance of Myth [pp. 673-691]The Emperor's New Clothes?
The Utility of Identity in Roman Archaeology [pp. 693-
713]Stylistic Diversity and Diacritical Feasting at Protopalatial
Petras: A Preliminary Analysis of the Lakkos Deposit [pp. 715-
775]The Location of the Opisthodomos: Evidence from the
Temple of Athena Parthenos Inventories [pp. 777-782]Boris
Il'ich Marshak, 1933-2006 [pp. 783-785]ReviewsMuseum
ReviewsClassical Art in Copenhagen [pp. 787-794]Iran and Its
Neighbors in Late Antiquity: Art of the Sasanian Empire (224-
642 C.E.) [pp. 795-801]Book ReviewsReview: untitled [pp.
803-804]Review: untitled [pp. 804-804]Review: untitled [pp.
804-805]Review: untitled [pp. 806-807]Review: untitled [pp.
807-808]Review: untitled [pp. 808-809]Review: untitled [pp.
809-810]Review: untitled [pp. 810-811]Review: untitled [pp.
811-812]Review: untitled [pp. 812-813]Review: untitled [pp.
813-814]Review: untitled [pp. 815-815]Review: untitled [pp.
816-817]Review: untitled [pp. 817-818]Review: untitled [pp.
818-819]Books Received [pp. 819-822]Back Matter