Undergraduate Courses Autumn 2014
Undergraduate Courses, Autumn 2014
20200. North Africa, Late Antiquity to Islam. Examination of topics in continuity and change from the third through ninth centuries CE, including changes in Roman, Vandalic, Byzantine, and early Islamic Africa. Topics include the waning of paganism and the respective spread and waning of Christianity, the dynamics of the seventh-century Muslim conquest and Byzantine collapse. Transformation of late antique North Africa into a component of Islamic civilization. Topography and issues of the autochthonous populations will receive some analysis. Most of the required reading will be on reserve, for there is no standard textbook. Readings in translated primary sources as well as the latest modern scholarship. Final examination and ten-page course paper. W. Kaegi. Autumn.
20700. Ancient Mediterranean World I. (=HIST 16700) This course surveys the social, economic, and political history of Greece from prehistory to the Hellenistic period. The main topics considered include the development of the institutions of the Greek city-state, the Persian Wars and the rivalry of Athens and Sparta, the social and economic consequences of the Peloponnesian War, and the eclipse and defeat of the city-states by the Macedonians. J. Hall, Staff. Autumn.
21200. History and Theory of Drama I. (=ENGL 13800, CLAS 31200, CMLT 20500, CMLT 30500, ENGL 31000, TAPS 28400) Preference given to students with third- or fourth-year standing. May be taken in sequence with ENGL 13900/31100 or individually. This course meets the general education requirement in the dramatic, musical, and visual arts. The course is a survey of major trends and theatrical accomplishments in drama from the ancient Greeks through the Renaissance: Aeschylus, Sophocles, Euripides, Aristophanes, classical Sanskrit theater, medieval religious drama, Japanese Noh drama, Kyd, Marlowe, Shakespeare, and Molière, along with some consideration of dramatic theory by Aristotle, Sir Philip Sidney, Corneille, and others. Students have the option of writing essays or putting on short scenes in cooperation with other members of the course. The goal of these scenes is not to develop acting skill but, rather, to discover what is at work in the scene and to write up that process in a somewhat informal report. End-of-week workshops, in which individual scenes are read aloud dramatically and discussed, are optional but highly recommended. D. Bevington. Autumn.
21415/31415. Gender and Sexuality in Roman Art. (=ARTH 21415, ARTH 31415) In the remote, but omnipresent past of classical antiquity, what kinds of experiences and practices fell under the umbrella of terms and concepts that we moderns call “gender” and “sexuality”? This course explores the fundamentally visual aspect of this question by drawing attention first and foremost to works of Roman art, but also to topics such as the erotics of vision, the senses of shame and modesty, and bodily comportment. While the robust corpus of ancient and modern literature on these topics will constitute an important part of our discussions, we will likewise consider the ways in which ancient art provides forms of evidence that are analogous, but never coextensive, with that of ancient texts. Finally, taking a cue from Tom Stoppard’s play The Invention of Love (1997), in which A. E. Housman declares that the “barbarity” of homosexuality is that it’s “half Greek and half Latin,” we will attend to the ways in which the dynamics of gender and sexuality took shape in a historical continuum in which the lines between what was “Greek” and what was “Roman” became increasingly blurred. P. Crowley. Autumn.
21812. Greek Art and Archaeology I: From the Bronze Age to the Persian Wars. (=ARTH 14307) Students must attend first class to confirm enrollment. For nonmajors, any ARTH 14000 through 16999 course meets the general education requirement in the dramatic, musical, and visual arts. This course is the first of a two-course sequence; registration in the second course is not required for participation in the first. This course will survey the art and archaeology of the ancient Greek world from the Bronze Age to the Persian Wars (480 BC). We will study early civilizations of Minoan Crete and Mycenaean Greece, and their dramatic collapse in the twelfth century BC. We will then see the emergence of a new political and social system based on city-states, featuring distinctive forms of sculpture, architecture, pottery, and urban design. Along the way, students will acquire a conceptual toolkit for looking at works of art and for thinking about the relation of art to social life. The big question is: How can we make sense of the past by means of artifacts? R. Neer. Autumn.
22514. Markets and Moral Economies in the Roman Empire. (=CLAS 32514) This course examines the ways in which economic behavior in the Roman Empire was informed by, and itself came to inform, social and religious mores and practices. We will explore the interrelationship between culture and economy from the accession of Augustus to late antiquity and the conversion of the empire to Christianity. Particular attention will be given to Roman attitudes towards labor, the ethical issues surrounding buying and selling, and alternative allocative mechanisms to the market. Of constant concern will be the tension between the perspectives and prejudices of elites, which stand behind so much surviving literary evidence, and the realities of everyday commerce and economic life as they can be glimpsed in the archaeological and epigraphic record. L. Gardnier. Autumn.
22700. History of Philosophy I: Ancient Philosophy. (=PHIL 25000) PQ: Completion of the general education requirement in humanities. An examination of ancient Greek philosophical texts that are foundational for Western philosophy, especially the work of Plato and Aristotle. Topics will include: the nature and possibility of knowledge and its role in human life; the nature of the soul; virtue; happiness and the human good. A. Callard. Autumn.
24115. Roman Art I: Republican and Early Imperial Art and Architecture. (=ARTH 14115) Students must attend first class to confirm enrollment. This course meets the general education requirement in the dramatic, musical, and visual arts. This course offers an introductory survey of the art and architecture of the Roman world from the legendary founding of Rome in the eighth century BC up through the beginning of the second century AD, when the Empire reached its point of greatest expansion. Students will witness the transformation of Rome from a humble village of huts surrounded by marshland in central Italy into the centripetal force of a powerful Empire that spanned mind-bogglingly distant reaches of space and time. Throughout the course, we will consider how the built environments and artifacts produced by an incredible diversity of peoples and places can make visible larger trends of historical, political, and cultural change. What, we will begin and end by asking, is Roman about Roman art? P. Crowley. Autumn.
24306. Byzantine Empire, 330-610. (=HIST 21701, HIST 31701, CLAS 34306) A lecture course, with limited discussion, of the formation of early Byzantine government, society, and culture. Although a survey of event and changes, including external relations, many of the latest scholarly controversies will also receive scrutiny. There will be some discussion of relevant archaeology and topography. No prerequisite. Readings will include some primary sources in translation and examples of modern scholarly interpretations. Final examination and a short paper. W. Kaegi. Autumn.
24506. Alexander the Great. (=HIST 20802, HIST 30802, CLAS 34506) This course provides both a survey of the career of Alexander the Great and an introduction to the historiographical traditions (ancient and modern) that shape our understanding of his legacy. We will focus primarily on two clusters of problems. First, we will examine what Alexander’s career can tell us about the dynamics of ancient empires. Second, we will grapple with the interpretative challenges generated by our evidence, which consists largely of literary accounts produced by authors who wrote long after Alexander’s own lifetime and who relied on earlier texts that no longer survive. All sources will be read in translation. C. Hawkins. Autumn.
25510. Homer's Odyssey. (=FNDL 21901) Required of new Fundamentals majors; open to others with consent of instructor. This course is a close reading of the Odyssey. Discussion topics include identity, maturation, hospitality and friendship, gender, travel, and fantasies about other cultures. Texts in English. W. Olmsted. Autumn.
25513. Anagnorisis and the Cognitive Work of Theater. (=GRMN 26913, CLAS 35513, CMLT 26913, CMLT 36913, TAPS 28441, GRMN 36913) In the Poetics Aristotle conceives anagnorisis or recognition as one of the three constitutive parts of the dramatic plot and defines it as the “a change from ignorance (agnoia) to knowledge (gnosis).” Implying the rediscovery of something previously known anagnorisis refers to the employment and staging of a certain kind of cognitive work characteristic of theater (as a locus of theoria or theory). For recognition is not only required of the dramatis personae on stage but also of the spectators who need to (re)-cognize a character whenever s/he enters. Just as the characters’ anagnorisis isn’t restricted to the filiation, i.e., identity, of other characters the audience’s cognition concerns the understanding the plot as a whole. In short, by focusing on anagnorisis we can gain insight in the specific cognitive work of theater (and drama). Naturally we will begin in antiquity and examine the instantiation of recognition in Homer’s Odyssey and several Greek tragedies as well as its first theorization in Aristotle’s Poetics. Then we will jump to the modernes, specifically Enlightenment theater’s obsession with anagnorisis and the cognitive work it performs, and investigate dramas by Diderot and Lessing. Kleist’s dramatic deconstructions of German bourgeois and classical theater test the Enlightenment’s claim to reason and reform of human cognition. Our last stop will be Brecht’s theater of “Entfremdung” that makes the alienation at the heart of anagnorisis into the centerpiece of his aesthetic and political project. If we have time, we will also take a look at comical recognition as self-reflection of its tragic counterpart. Readings and discussions in English. C. Wild. Autumn.
25700. Ancient Empires I: The Neo-Assyrian Empire. (=NEHC 20011, HIST 15602) Taking these courses in sequence is not required. This sequence meets the general education requirement in civilization studies. This sequence introduces three great empires of the ancient world. Each course in the sequence focuses on one empire, with attention to the similarities and differences among the empires being considered. By exploring the rich legacy of documents and monuments that these empires produced, students are introduced to ways of understanding imperialism and its cultural and societal effects—both on the imperial elites and on those they conquered. H. Haroutunian. Autumn.
26514. Travel and Pilgrimage in the Roman Empire. (=CLAS 36514, NEHC 2/36514) This course will take a trip around the Roman Empire, exploring the different motivations and contexts for travel in Antiquity. Through surviving literary texts we will survey varieties of travel, including military campaigns, scientific exploration, conquest, commerce and piracy, economic displacement, pilgrimage, and even tourism. Stops in different provinces of the Empire will provide geographical information as well as details about the practicalities of travel: vessels, caravans and other means, cost of travel, infrastructure at the traveller’s disposal, maritime and land routes, safe-conducts, guidebooks and language aids for the traveller. Along the way, the course will also provide an introduction to the diversity and uniformity of the Roman Empire. S. Torallas Tovar. Autumn.
27413/37413. Historical Theological Debates: Predestination and the Augustinian Legacy in the Carolingian Era. (=HCHR 45010/THEO 45010) The Carolingian era (750-875CE) saw a number of important theological debates. The debate on predestination, which involves the legacy of Augustine, is perhaps the most important one. It inspired a number of Carolingian intellectuals to produce among their finest writing, including: Gottschalk of Orbais, Johannes Scottus Eriugena, Hincmar of Rheims, Lupus of Ferrières, and Florus of Lyon. In this seminar we will try to get at what is at stake for the Carolingian intellectuals who take up this difficult topic. We will look to the theological issues involved, especially grace and free will, to the socio-cultural background and intellectual milieu of the contributing authors and to the aftermath of the debate in 17th-century Jansenism. M. Allen & W. Otten. Autumn.
27514. Iphigenia: Text, Dramaturgy and Performance. What is the relation between script and performance, between academia and theater production, and between the Classics and the present? The course is an investigation of these questions, using Euripides’ Iphigenia in Aulis and Court Theatre’s concomitant production of it as a case study. It has three foci: first, we will look at the complex history of transmission and reception of Euripides’ text, from antiquity through modern to post-modern adaptations (including Racine, Gluck, Svich and Teevan). Second, we will explore the development of the role of dramaturge from when it was first coined by Lessing in 1767 to present-day literary managers. Third, we will follow closely the Court production, observing rehearsals and engaging in conversation with Charlie Newell (director) and Nicholas Rudall (translator). Through all this we will ask ourselves, what is the role of the scholar of Classics for contemporary culture and society? Why and how are the Classics still relevant for us? A. Akavia, Autumn.
29700. Reading Course. PQ: Consent of faculty sponsor and director of undergraduate studies. Students are required to submit the College Reading and Research Course Form. Autumn, Winter, Spring.
29800. B.A. Paper Seminar. PQ: Fourth-year standing. This seminar is designed to teach students the research and writing skills necessary for writing their B.A. paper. Lectures cover classical bibliography, research tools, and electronic databases. Students discuss research problems and compose preliminary drafts of their B.A. papers. They are expected to exchange criticism and ideas in regular seminar meetings with the preceptor and with other students who are writing papers, as well as to take account of comments from their faculty readers. The grade for the B.A. Paper Seminar is identical to the grade for the B.A. paper and, therefore, is not reported until the B.A. paper has been submitted in Spring Quarter. The grade for the B.A. paper depends on participation in the seminar as well as on the quality of the paper. Students may register for this seminar in either Autumn Quarter or Winter Quarter, but they are expected to participate in meetings throughout both quarters. Autumn, Winter.
10100. Introduction to Attic Greek I. Knowledge of Greek not required. This course introduces students to the basic rules of ancient Greek. Class time is spent on the explanation of grammar, translation from Greek to English and from English to Greek, and discussion of student work. Autumn.
11100. Accelerated Introduction to Attic Greek I. This course introduces students to the rudiments of ancient Greek. Class time is spent on the explanation of grammar, translation from Greek to English and from English to Greek, and discussion of student work. Autumn.
20100. Intermediate Greek I: Plato. PQ: GREK 10300 or equivalent. We read Plato’s text with a view to understanding both the grammatical constructions and the artistry of the language. We also give attention to the dramatic qualities of the dialogue. Grammatical exercises reinforce the learning of syntax. C. Faraone. Autumn.
22400/32400. Greek Comedy: Aristophanes. PQ: GREK 20600 or equivalent. We will read in Greek Aristophanes' Frogs, a play widely admired as an early instance of clever literary criticism and creative metatheatricality that brings its audience into the underworld and suggests several fantasies of salvation, a play whose production marks the end of the great century of Greek drama. Reading will include translation as well as secondary readings. S. Nooter. Autumn.
29700. Reading Course. PQ: Students are required to submit the College Reading and Research Course Form. Autumn, Winter.
10100. Introduction to Classical Latin I. This course introduces students to the rudiments of ancient Latin. Class time is spent on the explanation of grammar, translation from Latin to English and from English to Latin, and discussion of student work. E. Asmis. Autumn.
11100. Accelerated Introduction to Classical Latin I. This course covers the first half of the introductory Latin textbook (Wheelock). Classes are devoted to the presentation of grammar, discussion of problems in learning Latin, and written exercises. M. Allen. Autumn.
20100. Intermediate Latin I: Cicero. PQ: LATN 10300 or 11300, or equivalent. Readings concentrate on Cicero's Catilinarian Orations, the famous group of speeches he delivered in 63 BC against L. Sergius Catilina, who was plotting to overthrow the Roman government. Some discussion of the history and culture of the period; study of problems of grammar as necessary. P. White & M. Lowrie. Autumn.
22300/32300. Roman Oratory. Two of Cicero's speeches for the defense in the criminal courts of Rome receive a close reading in Latin and in English.The speeches are in turn considered in relation to Cicero's rhetorical theory as set out in the De Oratore and in relation to the role of the criminal courts in Late Republican Rome. P. White. Autumn.
29700. Reading Course. PQ: Students are required to submit the College Reading and Research Course Form. Autumn, Winter, Spring.