CLCV

This course examines how family was conceptualized and manifested in the Greek and Roman world. In this class, we will begin by examining key terms related to family (household, kinship, ancestors, descendants) and scholarly approaches to familial studies under the light of different theoretical perspectives. Through the examination of written sources (literary texts, inscriptions, and papyri) and archaeological evidence, we will adopt a thematic approach exploring the ways in which family intersected with several fields of public and domestic life, such as law, adoption, heirship, religion, rituals, education, politics, and public honors. 

This course offers a hands-on introduction to the field of digital humanities with a special focus on ancient Greek and Roman antiquity. We will explore concepts and methods such as digital presentation of text with markup languages, text analysis with programmatic manipulation, map visualization, 3D modeling, and network analysis. Throughout the course, we will take a critical view of the existing online digital resources for Greek and Roman antiquity. The course will include weekly readings and assignments and conclude with a final research project.

 

Without the tractive force and accelerated motion afforded by horses much of what humans have achieved, for good or ill, would have been impossible. The horse has also been a steady economic, military, artistic, and literary reference, and linguists and historians have even begun accounts of human civilization with the horse.  The course will trace the various forms of “symbiosis” that have united humans and horses since their first fateful linkage in Central Asia some 4,000 years ago, down to the rapid and almost complete de-coupling of the past 100 years.

Whether they are attacking personal enemies, poetic rivals, or political antagonists, sometimes poets are just plain mean. In this course we will begin by focusing on the art of talking trash in ancient Greek and Roman poetry, before moving on to examine other traditions and examples of invective poetry. We will consider a variety of different genres and traditions of invective, including ancient lyric and curse poetry, comedy and satire both ancient and modern, and contemporary genres such as hip-hop and Lebanese Zajal. In each case, we will study the formal features of the poetry and consider the specific contexts in which it was created, the individual(s) by whom it was created and at whom it was directed, and to what ends. We will also investigate broader themes and purposes of invective poetry, such as the advancement of notions of (often toxic) masculinity, the control of social norms, and the articulation of political protest.

From rapacious bird-women to a serpent-haired petrifactrix, monstrous women pervade ancient Greco-Roman mythology. Why are so many women portrayed as monsters or monstrous? In a 2013 essay, classicist Debbie Felton wrote these monstrous women “all spoke to men’s fear of women’s destructive potential. The myths then, to a certain extent, fulfill a male fantasy of conquering and controlling the female.” In a word, misogyny. In this course, we will interrogate the mutual influence of monstrousness and misogyny in ancient Greek and Roman mythology and its legacy in the intervening millennia. Through critical analysis of ancient source materials and their modern reception, we will explore and evaluate the monstrosity and misogyny of three case studies from ancient Greco-Roman mythology and its reception: Medea, the Furies, and Medusa. We will ask questions such as: how does mythologizing and storytelling encode cultural expectations onto women; how has media been used to support and subvert the patriarchy; what role does intersectionality play in Greco-Roman female monstrosity; how have monstrous women in Greco-Roman mythology influenced modern feminist and critical theory? We will also explore monstrous women in antiquity beyond Greco-Roman mythology, including monstrous portrayals of real women in Greco-Roman antiquity and depictions of monstrous women from other ancient cultures. Students will be assessed through regular discussion and/or blog posts, reflection writings, quizzes, a midterm essay, and a final project. The final project will allow students to synthesize and apply their knowledge with a topic of their own choice from Greco-Roman or other world mythologies in an analytic and/or creative format of their choice, such as a short podcast series, a digital museum exhibit, or a piece of creative writing.

CW: gender- and race-based violence, sexual violence, graphic violence, murder, incest, bestiality, child and animal abuse, suicide, domestic abuse.

In 330, the Roman emperor Constantine dedicated a city named after himself at the site of ancient Byzantion. It was also designated as New Rome and became the capital of the eastern Roman empire for the next thousand years; it subsequently served as the capital of the Ottoman empire, and today it the modern city of Istanbul. This course will explore the factors that led to the creation of Constantinople, the monuments with which it was first equipped, and the ideological reasons why the emperors chose to build a “branch-office” of Rome in the east. As the new city’s people originated mostly in the provinces, considerable migration internal to the empire must have taken place. How were these thousands of people supported and fed? Finally, the city’s monuments alluded both to those of Rome and to ancient mythology. The emperors spoke through art to their Greek Roman subjects in the east. In this course, we will learn to decode these artistic conventions against a background politics of demography, war, and food supply. 

This course offers a hands-on introduction to the field of digital humanities with a special focus on ancient Greek and Roman antiquity. We will explore concepts and methods such as digital presentation of text with markup languages, text analysis with programmatic manipulation, map visualization, 3D modeling, and network analysis. Throughout the course, we will take a critical view of the existing online digital resources for Greek and Roman antiquity. The course will include weekly readings and assignments and conclude with a final research project.
No advanced computer skills are required. However, students are required to bring their own laptops to class.

The excavation of ancient ruins – Troy, Machu Picchu, and others – in the 19^th and 20^th centuries solidified the academic discipline of classical studies. In Europe and the Americas (the “Western” world), these discoveries came to symbolize a modern period that celebrated “the classics.” Beginning with Heinrich Schliemann’s interactions with Troy and the Homeric epics in the 1970s, in this course we read classical ruins and texts (Homer, lyric poetry, Greek drama) with a view toward the various meanings they have generated in modern times. We survey classical reception studies for its attentiveness to the role of Greek and Roman antiquity in Western conceptions of national identity, race, gender and sexuality, and the performance of these onstage, in public spaces, and in personhood. Readings in English, course culminates in research paper. No prerequisite required.

How are democracies established and maintained? What are their advantages and disadvantages with respect to stability, security, liberty, equality, and justice? Why do democracies decline and die? This course addresses these questions by examining democracies, republics, and popular governments in Ancient and Medieval/ Renaissance Europe. We will read and discuss primary texts from, and social scientific analyses of, Athenian democracy, the Roman Republic, and the Florentine commune. 

In this course we will mainly focus on the magical rituals (e.g. curses, necromancy, erotic spells, amulets, and divination) practiced in the ancient Mediterranean beginning with the Greeks in archaic times and ending with the fall of the Roman Empire.  Course requirements include a midterm and final, both with essay questions.