222/Hist. of Art 222. Introduction to Roman Archaeology. (4). (HU).
This course serves as an introduction to the civilization of Rome. Emphasis will be given to art and architecture. The rise, fall, and diversity of the Roman Empire as far as it can be documented in the archaeological record will be our main study. Topics covered will be an investigation of the material – architecture; palaces, ports, aqueducts, roads, baths, amphitheaters, circuses, temples; sculpture, mosaics, ceramics, and wall painting. We shall also address themes such as art/architecture and the military, government and propaganda, Rome and the frontier, and trade and economy. There are no prerequisites for the course. The format of the course consists of three lectures per week and a discussion section. The requirements are a midterm and a final examination which will include material covered in the lectures. The required texts are C. Wells, The Roman Empire; D.E. Strong, Roman Art; and F. Sear, Roman Architecture. (Small)
436/Hist. of Art 436. Hellenistic and Roman Architecture. Hist. of Art 101 or Class. Arch. 330; or permission of instructor. (3). (HU).
The course focuses on the architecture of the Hellenistic and Roman worlds from about 200 BC to the reign of Constantine (early fourth century AD). Hellenistic influence on Roman architecture is discussed, and then particular attention given to Roman innovations in building materials (concrete), building types, and designs and plans. The period from ca. 50 BC to 120 AD will be covered in the greatest detail. There will be a midterm and final. The textbooks for the course are Frank Sear, Roman Architecture (paperback) and William L. MacDonald, The Architecture of the Roman Empire (Yale paperback). Supplementary readings will be given in course packs. (Small)
438/Hist. of Art 438. The Art and Archaeology of Hellenistic and Roman Egypt. Permission of instructor. (3). (HU).
See History of Art 438. (McCleary)
102. Elementary Greek. Greek 101. No credit granted to those who have completed 103 or 310. (4). (FL).
Greek 102 is the second term of the elementary ancient Greek sequence and requires that the student has already taken Greek 101 in the Fall Term. Students who wish to begin Greek in the Winter Term should elect Greek 103. In Greek 102 students will supplement their study of syntax and grammar by reading Attic prose selections. (Scodel)
103. Intensive Elementary Greek. Permission of instructor. No credit granted to those who have completed 101, 102, or 310. (6). (FL).
In order to provide a more flexible program for students who wish to study ancient Greek but who have been unable to begin the regular course sequence in the Fall Term, the Department of Classical Studies offers a Winter Term intensive course in beginning Classical Greek. This course is designed to cover all of Greek grammar and the rudiments of reading. Students proceed from this course into a second term of intensive Greek, 104, offered in the Fall following 103; and from 104 they advance directly (skipping 301) to 302 (fourth term Greek, Homer) in the following Winter Term. In view of the large amount of material to be covered, the course will meet for six hours in the week: MTWF 11:00, plus two further hours to be arranged. (Hinds)
302. Second-Year Greek. Greek 301 or equivalent. (4). (FL).
This course is the second half of the second-year ancient Greek language sequence. The primary goal of the student in Greek 302 is to learn how to read Homer; hence emphasis is placed on Homeric grammar and vocabulary. The class will translate and discuss readings from the Iliad. Midterms and final exam. (Scodel)
402. Greek Drama. Greek 302 or permission of instructor. (3). (HU). May be repeated for a total of nine credits.
This course serves to introduce the student to both the form and content of Greek tragedy through a close reading of two plays of Sophocles (Antigone and Philoctetes). In addition to detailed analysis of the plays' literary qualities, attention will be paid to social, historical, and religious aspects. Supplemental readings will contribute to the student's knowledge of ancient Greek theater production as well. Translation examinations and a short paper are required. (Scodel)
515. Euripides. Greek 302 or equivalent. (3). (HU).
The course will interpret Euripides' Hippolytos and Bakchai as examples of the playwright's art; particular attention will be given to the overall interpretation of the plays and to Euripides' manipulation of myths and rituals as well as to line by line interpretation of larger sections and to textual issues. For the sake of thoroughness, we will mainly focus on one of the two plays. The selection of the play will be in accordance with the students' wishes. Undergraduates will be accepted with permission of the instructor or the undergraduate advisor. (Koenen)
Two convictions are basic to the Elementary Latin Program of the Department of Classical Studies: (1) it is possible for every able-minded person to master the basic facts of a foreign language and (2) the learning experience leading to such a mastery is a privilege that is very specifically human and ought to be most satisfying. Essential grammatical facts are taught, and a knowledge of these facts enables students to understand Latin written by the famous authors of the Golden Age. Students acquire a working vocabulary and demonstrate understanding of the reading by writing a readable translation. Since at least 50% of the vocabulary of an educated speaker of English is Latin in origin, English improves as Latin stems and derivatives are learned. The program normally takes four terms to complete. A placement test may be taken at the beginning or end of a term, and a student may succeed in placing out of one or more courses in the introductory sequence.
In the Elementary Latin Program, the department is offering Latin 101, 102, 194, 221, 231, and 232. Latin 101 (see below) is for students with no previous Latin. A placement examination will determine the appropriate course for other students who enter the elementary sequence. Students with questions about which course to elect are encouraged to visit the department office in 2016 Angell Hall, 764-0360, or contact Professor Knudsvig in 2012 Angell Hall, 764-8297.
101. Elementary Latin. No credit granted to those who have completed 103, 193, or 502. (4). (FL).
All of the assigned tasks/exercises in Latin 101 are directed toward the reading and translation of Classical Latin and not toward writing or conversation. The course has as its primary objective the acquisition of a fundamental understanding of basic Latin grammar. The text for the course is Knudsvig, Seligson, and Craig, Latin for Reading. Latin 101 covers approximately the first half of this text. Grading is based on quizzes, class participation, hour examinations, and a final.
102. Elementary Latin. Latin 101. No credit granted to those who have completed 193 or 502. (4). (FL).
All of the assigned tasks/exercises in Latin 102 are directed toward the reading and translation of Classical Latin and not toward writing or conversation. The course continues the presentation of the essentials of the Latin language as it covers the last half of Knudsvig, Seligson, and Craig, Latin for Reading. Extended reading selections from Plautus (comedy) and Eutropius (history) are introduced. Grading is based on class participation, quizzes, hour examinations, and a final.
194. Intensive Elementary Latin II. Latin 193 or equivalent. No credit granted to those who have completed 221, 222, 231, 232, or 503. (4). (Excl).
This is a continuation of Latin 193, a beginning language course which will have covered, by the end of the (Fall) term, the essentials of Latin accidence and syntax, with some experience in reading continuous Latin prose (Cicero). This second term of this introductory sequence will continue the reading of prose and will then include the entire Fourth Book (the Dido book) of Vergil's Aeneid. Students need not have taken the first term, Latin 193, to enroll in Latin 194. Initially there will be a systematic review of Latin grammar, and throughout the term attention will be paid to details of grammar to ensure a command of language necessary for increasing ease in reading. Therefore, anyone with a knowledge of elementary Latin could profit from the course. Aeneid Book IV has been chosen as the main text because of its inherent importance and interest as well as for its subsequent importance for later European poetry and literature, and will be considered in class discussion as such – not simply as an exercise in translation. The course, though designed primarily to serve the needs of graduate students as Latin 503, is open to undergraduates as Latin 194. (001 – Rosenmeyer; 002 – Porter)
231. Introduction to Latin Prose. Latin 102 or 103. No credit granted to those who have completed 194, 222, or 503. (4). (FL).
This course reviews grammar as it introduces students to extended passages of classical Latin prose through selections from such authors of the first centuries B.C. and A.D. as Cicero, Caesar, Sallust, Livy, and Tacitus. Class discussions center upon the readings. Grading is based on class participation, quizzes, hour examinations, and a final.
232. Vergil, Aeneid. Latin 231 or 221. No credit granted to those who have completed 194, 222, or 503. (4). (FL).
Section 001. This class will ask you to bring together and apply all the knowledge and skills you have acquired in studying Latin to the pleasurable reading of the greatest work of Latin literature. We will attend especially to Books I-VI of Vergil's epic, working closely with the text, slowly and methodically learning techniques of translating Vergil's poetry into clear and precise English prose. We will review grammar as necessary. We will also study Vergil's poem in English. By term's end we should have both a good understanding and appreciation of what the Aeneid is all about and an ability to confront any Latin passage of the poem with some skill and comprehension. Final grades will be based upon regular class participation, sight quizzes, three midterms, and a two-hour final. (Wallin)
Section 003. The goal of this course is simple: to read extensive passages of Vergil's Aeneid, with comprehension and enjoyment. To the degree that there is mastery of the paradigm forms and the most common principal parts of irregular verbs the daily assignments will be made easier. Careful attention is paid to Vergil's style, the more common poetic features he employs, mythological references, and the relation of the text to the life and times of the Emperor Augustus. Three hour exams, a two-hour final, and regular participation in class will determine the course grade; there are no papers. In-class translation is followed by a discussion of the text under consideration that day. (Nissen)
302. Catullus and Cicero. Latin 194, 222, 232 or equivalent. (3). (HU).
The course will provide an introduction to the prose and poetry of the late Roman Republic (1st Century B.C.), and is designed for students who have completed Latin 194, 222, 232, or equivalent. Class time will be spent primarily in translation and discussion of several of Cicero's speeches and a selection of the poems of Catullus. Emphasis will be placed on a further mastery of Latin grammar and translation skills. There will be several hour exams and a final. (Knudsvig)
402. Imperial Prose. Latin 232 or the equivalent. (3). (HU). May be repeated for a total of 9 credits with permission of concentration adviser.
The course will translate and discuss the Satyricon of Petronius, one of the great comic works of antiquity. If time permits, we will also look at the Apocolocyntosis of the younger Seneca, a satirical work on the deification of the Emperor Claudius. One hour examination, a short term paper. (Frier)
410. Poetry of the Republic or Later Empire. Latin 232 or the equivalent. (3). (HU). May be repeated for a total of 9 credits with permission of concentration adviser.
HORACE'S SATIRES AND EPISTLES. For Winter Term 1987, this course will address the Satires and Epistles of Horace. Their place in the evolving of the genre of satire will be assessed, as well as Horace's contribution to that literary form. Translation in class will be the principal method of instruction, together with discussions. Hour examination, final examination, short paper. (Witke)
421/Education D421. Teaching of Latin. Senior standing in Latin. (3). (HU).
A workshop-type course designed to provide prospective secondary and college teachers with the skills necessary to analyze structures and texts and to design instructional materials and class presentations. The course will also introduce the students to those aspects of descriptive linguistics that have practical application to teaching and learning Latin. (Knudsvig)
426. Practicum. Junior/senior standing. I and II: (3); III b: (2). (HU).
In the Winter Term, 1986, permission of the instructor is required to elect Latin 426. Students must submit a plan for a project related to the teaching of Latin. The course is designed primarily for students who wish to continue work begun in Latin 421. (Knudsvig)
470. Catullus. (3). (HU).
All of Catullus' poetry will be read and all important aspects of his work will be discussed: his life and times, his amatory and erotic poems, his invectives, his place in the development of Latin poetry, and much else. There will be a midterm and a final; the course is intended to be a thorough introduction to Latin poetry, but will as well stress accurate reading with particular attention to stylistic nuance. (Ross)
499. Latin: Supervised Reading. Permission of instructor. May not be included in a concentration plan in Latin Language and Literature except with permission. (1-4). (Excl). (INDEPENDENT). May be repeated for credit.
Section 023: LATIN PALEOGRAPHY: A ONE-CREDIT SHORT COURSE. The study of Latin writing forms from the first century A.D. to the Renaissance. Particular attention will be paid to book hands, to the preparation of manuscripts, and to writing materials. The course should be of special interest to students of Latin, MARC, or related areas of history or history of art. Weekly meetings of three hours each for the duration of six weeks, times and dates to be arranged. Lectures, discussions, a short paper. Interested students should contact Professor Witke, 2019 Angell Hall, 764-1197, or the Department of Classical Studies office, 2016 Angell, 764-0360. (Witke)
500. Special Reading Course in Latin. (4). (HU).
This course is designed primarily to meet the needs of beginning graduate students who must perfect their ability to read Latin at sight, and is therefore not recommended for undergraduates. Readings will be based on major prose authors; class work will consist of sight translation and grammatical review. (Ross)
511. Letters of Cicero. (2). (HU).
A survey of the intellectual, social, and political history of the Republic through the medium of Cicero's letters. The letters in How's selection will be read in the original. Other works of Republican prose and poetry will be examined in the context of these letters, as will the classical historiographic tradition about the period. (Potter)
591. History of Roman Literature, Beginnings to Cicero. Approximately eight credits in advanced Latin reading courses. (3). (HU).
A survey of readings from representative Latin works, dating from the earliest times through the second century A.D. This course is primarily designed to fulfill the needs of doctoral students in the Department of Classical Studies. Lectures, discussions, papers. (Witke)
Courses in this division do not require a knowledge of Greek or Latin. They are intended for students who have not had time or opportunity to learn these languages but who wish to acquire knowledge of ancient literature, life, and thought, and of the debt modern civilization owes the Greeks and Romans.
102. Classical Civilization II: The Ancient Roman World (in English). (4). (HU).
This course is an introduction to the civilization of Ancient Rome from the beginning through Early Christianity (Fourth Century A.D.) and is being offered by the Department of Classical Studies for students throughout LSA without knowledge of Greek or Latin. The course will also be of interest to students currently enrolled in elementary Greek and Latin classes who wish to supplement their learning by study of the many aspects of Roman civilization, of which the Latin language is the chief cultural expression. Three lectures and one recitation each week. Lectures will focus on the literature, history, philosophy, religion, law, archaeology, art, technology, science, mythology, economics, political life, and private life of the Romans. Readings in ancient primary sources (translated) and in modern works will be assigned. Fulfills humanities distribution requirements. Three 5-7 page papers, a midterm, and a final exam. Professor Potter is the course coordinator and principal lecturer; lectures will also be given by other professors in the Department of Classical Studies. (Potter)
303. Early Sources for English Literature. (3). (HU).
This course is designed both to provide the essential background in Greek and Latin literature for English Department concentrators and students interested in Western literature in any department, and to introduce students to the techniques of close reading applied to literary texts within a single tradition, in which much of the meaning and effect of later texts is derived from their variation on and criticism of earlier ones. The first half of the course will examine a number of Classical genres important for English literature in the 17th and 18th centuries: epic, mock-epic, satire, epistle, pastoral, ode, romance. The second half will broaden the focus to consider some Greek myths – Amphitryon, Alcestis, Odysseus – which have proved fertile sources for English and other European authors. Sections will include close discussions of English works in comparison with their classical models. Two lectures and one recitation section per week: for Junior-Senior ECB students, five 5-8 page papers and a final exam, for other students two 5-8 page papers and a final exam. (Most)
462. Greek Mythology. (4). (HU).
Greek Mythology is designed to acquaint the student with the major myths and epic cycles of ancient Greece from the creation myths and their Near Eastern prototypes through the Trojan war and the wanderings of Ulysses. The development of the various myths will be illustrated through Greek literature and art. The use and treatment of Greek myths in English literature, modern psychoanalytical theory, and comparative anthropology will also be discussed. Required texts will be Homer's Iliad and Odyssey and Hesiod's Theogony, plus a course pack including several Greek tragedies and readings which illustrate the variety of theoretical approaches to mythology. The readings will be analyzed in discussion sections which meet once per week. Student mastery of the material will be tested in two midterms and a final examination. All exams will be objective and/or short answer. (Herbert)
467. The Good Life. (3). (HU).
This course will include a variety of classical authors in several genres spanning about 400 years and will focus on ethical issues. The course is designed to take advantage of the fact that the early Greeks did not make the same distinctions we do between philosophical and nonphilosophical literature and did not segregate as we do ethical, political, epistemological, and metaphysical questions. The systematic philosophies of Plato, Aristotle, and the Stoics (representing Hellenistic thought) will be used as the bases for discussing the questions and solutions selected for study. But these philosophies will be studied specifically within the culture from which they arose. Thus, so-called "literary" and "historical" texts (Homer, lyric, tragedy, Herodotus, Thucydides, etc.) will be used to articulate the issues as well as to test the abilities of the systematic philosophies to accommodate them. The course will interweave the study of "literary" and "philosophical" texts around the a core of questions arising from three main topics: 1) what constitutes the good life; 2) how the good life is achieved; and 3) what are the problems confronting this life. The first topic includes questions about what it is to be a good person and whether this is extensionally equivalent to what the best life is for a human being; what it is to be "happy"; what values would be included in the good life and the best life (for example, pleasure, external goods, love, friendship, citizenship, autonomy); and what form of government is best suited to the pursuit and maintenance of these values. How one becomes morally educated, what are the social requisites, and what are the varieties of moral reasoning to be employed (for example, the mechanics of a system based on a single value as opposed to one based on a plurality of values), constitute the second topic. The third topic explores the problems that both give rise to ethical debates and demand answers from those who would propose systematic solutions. These include problems of moral disagreement, conflict of values, akrasia or "weakness of will," and the limitations on the goodlife and being a good person imposed on human beings by contingencies. While the ethical issues will be studied in a "culture-specific" fashion, their interest and importance is by no means limited to their originating culture. The questions which will be raised and discussed are fundamental to understanding and handling both the persistent and the extraordinary ethical and social issues with which we are all confronted in this age. Since the course will blend the rigors of philosophical investigation with the rigors of developing acquaintance with a culture through the perusal of texts of high literary quality, the course will provide students with the opportunity not only to engage in all aspects of critical thinking and practice these skills in their thinking and writing for the class, but also in accordance with the goals of a liberal education, to become more informed about matters of cultural and aesthetic significance. Requirements: three writing assignments, a midterm, and a final exam. The course may also be elected in fulfillment of the Junior-Senior ECB writing requirement. (Rickert)
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