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Unit name |
Greek Language Level D |
Unit code |
CLASM0032 |
Credit points |
20 |
Level of study |
M/7
|
Teaching block(s) |
Teaching Block 1 (weeks 1 - 12)
|
Unit director |
Dr. Michelakis |
Open unit status |
Not open |
Pre-requisites |
None
|
Co-requisites |
None
|
School/department |
Department of Classics & Ancient History |
Faculty |
Faculty of Arts |
Description including Unit Aims
The primary unifying principle for this unit is to survey some of the great, non-epic poetry of archaic Greece. In addition to reading extensive selections from five of those whom Hellenistic scholars canonized as the nine lyric poets (Alcman, Sappho, Alcaeus, Anacreon, and Pindar, but not Ibycus, Stesichorus, Simonides, or Bacchylides), we will also touch on the poignant elegies of Mimnermus and the martial ones of Tyrtaeus. As we read these poems, we’ll be continually revisiting three intersecting themes: first, what sort of “ancient wisdom” do these poems, emerging within their own cultural and poetic traditions, attribute to themselves? Second, what sort of wisdom has been attributed to them in their reception? Third, what interpretive principles do we use or have earlier poets, philosophers, and scholars used in looking for this wisdom?
Aims:
Upon conclusion of this unit students will have developed knowledge of the issues raised in relation to the texts studied and their interpretation, and the relevance of these for wider theoretical issues. They will have developed a detailed appreciation of the literary style of the texts studied and improved their fluency in reading and stylistic translating of Greek.
Intended Learning Outcomes
On successful completion of this unit students should have:
- developed their skills in reading, translating and interpreting a Greek/Latin text and in evaluating translations of it;
- become familiar with current debates about the texts studied, and their historical and cultural significance;
- developed and refined their skills in constructing coherent, relevant and sophisticated critical arguments, and in relating their readings of the texts to wider theoretical issues;
- developed and enhanced their skills in oral and written communication by contributing to discussion in seminars, presenting short papers, and producing an essay and a written examination.
Teaching Information
Seminars and reading classes. 20 contact hours, 180 hours independent study
Assessment Information
- 1 essay of 3,000 words (3rd years) or 4,000 words (MAs). Weighted at 50%.
- 1 examination of one and a half hours consisting of a passage of 10 lines for unseen translation (20% of exam mark) without passage summary, a passage of 15 lines for prepared text translation (20% of exam mark), and 2 passages (choose from 4) of 20-25 lines for comment and analysis (60% of exam mark): no specific questions (students asked merely to “comment”). Weighted at 50%.
1 essay of approximately 4000 words in length (50%), and
- 1 90-minute examination containing sight translation, set text translation, and passages of set text for comment (50%).
Reading and References
- Budelmann, F. (ed.) (2009) The Cambridge Companion to Greek Lyric. Cambridge: Cambridge University Press.
- Calame, C. (1997) Choruses of Young Women in Ancient Greece: Their Morphology, Religious Role, and Social Function. trans. D. Collins and J. Orion. Lanham: Rowman & Littlefield.
- Campbell, D. (1991) Greek Lyric Poetry. New Edition. Bristol Classical Press
- Ferrari, G. (2008) Alcman and the Cosmos of Sparta. Chicago.
- Race, W. H. (1997) Pindar, 2 vols, Cambridge, MA: Harvard University Press [Loeb Classical Library]
- Segal, C. (1998) Aglaia: The Poetry of Alcman, Sappho, Pindar, Bacchylides and Corinna. Lanham: Littlefield and Row