Further Reading

Bradley, P. (1990), Ancient Rome Using Evidence, Cambridge: Cambridge University Press.
Bradley’s textbook is an ideal resource for learners new to study of the ancient world. It is written in a clear and concise style, with a good mix of facts and sources. Although the text does not explicitly discuss public image, it provides a good background to the period, and includes some important aspects of Augustus’ reign that are related to his organisation of popular opinion.
Suitable for: Teachers, Students

Clark, D. H. (2010), Augustus, First Roman Emperor: Power, Propaganda and the Politics of Survival, Liverpool: Bristol Phoenix Press.
This book is an accessible and engaging narrative history of the period. It would suit a student or teacher wanting to enrich their understanding of the historical events of the period. There is some discussion of important sources and reference to Augustus’ organisation of public opinion.
Suitable for: Teachers, Students

Cooley, A. E. (2009), Res Gestae Divi Augusti, Cambridge: Cambridge University Press.
This is a fantastic companion to a study of the Res Gestae. It includes the full text in Latin with an excellent English translation, as well as a wealth of material on the context of the Res Gestae, commentary on its style and messages. This resource is sure to enhance the understanding of students and teachers alike.
Suitable for: Teachers, Students

Davies, P. E. J. (2004), Death and the Emperor: Roman Imperial Funerary Monuments from Augustus to Marcus Aurelius, Austin: University of Texas Press.
This text considers a range of funerary monuments, beginning with Augustus and continuing well into the Imperial period. There is a lengthy consideration of the Mausoleum of Augustus, which would make excellent extension reading for able students. The later funerary monuments could also be studied and used in the Later Representations unit, at the discretion of teachers.
Suitable for: Teachers, Students

Galinsky, K. (1996), Augustan Culture, Princeton: Princeton University Press. 
A central thinker in this field, Galinsky’s consideration of the culture of the Augustan period is full of thoughtful analysis of the sources of the period. This text is clearly aimed at an academic audience with a decent grounding in the field. I would highly recommend it to teachers, and possibly as extension material for the most able students. There are, however, passages that should be accessible to all learners, and could form the basis of class discussion.
Suitable for: Teachers

Levick, B. (2013), Augustus: Image and Substance, Abingdon: Routledge Press.
The language of this text is perhaps too dense for the majority of A Level students, but it is regardless a useful investigation into Augustus’ career and self-presentation. It is probably best used as a source of information for teachers.
Suitable for: Teachers

Martyndale-Howard, J. (2015), Augustus: Caesar and God. Varying Images of the First Roman Emperor, Nottingham: University of Nottingham.
This article, available online via academia.edu, gives a great overview and analysis of the representation of Augustus throughout the province of Egypt. This would be particularly useful for teachers and students thinking about the Kalabsha Gate image (prescribed source) and looking to get a greater understanding of its artistic context.
Suitable for: Teachers, Students

Miller, J. F. (2009), Apollo, Augustus and the Poets, Cambridge: Cambridge University Press.
This text focuses on Augustus’ relationship with the god Apollo, and has particularly useful consideration of how this relationship is depicted by the poets of the Augustan age. Selections from this book could make excellent extension reading towards the end of the course, once students have a solid understanding of the events and sources of the period.
Suitable for: Teachers, Students

Pollini, J. (2012), From Republic to Empire: Rhetoric, Religion and Power in the Visual Culture of Ancient Rome, Norman: University of Oklahoma Press.
Not all of this book is strictly relevant to this module, so I would recommend that teachers and students start with Chapters 4 & 5, and read further if curiosity inspires them to do so. A real strength of this work is the number and quality of images of ancient sources that it includes. A wealth of additional sources can be found in its pages, along with thoughtful analysis.
Suitable for: Teachers, Students

Southern, P. (2014), Augustus (2nd ed.), Abingdon: Routledge Press.
This biography contains far more historical detail than is necessary for this component, but nevertheless is brilliantly well written and would serve students and teachers who want to broaden their understanding of the political ins and outs of the period. There is some consideration of Augustus’ management of public opinion, as well as his legacy.
Suitable for: Teachers, Students

Thommen, G. (2012), The Sebasteion at Aphrodisias: An Imperial Cult to Honor Augustus and the Julio-Claudian Emperors, Chroniks: Institute for European and Mediterranean Archaeology.
This article argues that the Sebasteion was an emblem of provincial loyalty to Rome and the Emperors. It spends a good amount of time analysing specific sculptural panels, as well as the meaning of the building as a whole. At eight pages including pictures, it could be set as an independent reading task and the basis for evaluative work on the Sebasteion.
Suitable for: Teachers, Students

Thorpe, M. (2001), Roman Architecture, London: Bloomsbury.
As with most titles in the Classical World series, this short book provides an excellent introduction to its topic. The language should be accessible to the vast majority of learners, and diagrams are immensely helpful when teaching about architecture.
Suitable for: Teachers, Students

Zanker, P. (2014), The Power of Images in the Age of Augustus (trans. A Shapiro), Ann Arbor: University of Michigan Press.
This is an excellent book and most suited to the aims of Imperial Image. A wealth of ancient events and sources are considered, through the lens of public image and propaganda. The style is dense, but should be accessible for students in small chunks. Teachers are sure to find plenty to base discussions on in Zanker’s work.
Suitable for: Teachers, Students