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Course Criteria
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3.00 Credits
Staff. An examination of archaeological evidence relevant to selected problems in Greek history.
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3.00 Credits
Staff. The course will examine the written and especially the archaeological evidence for the production of Greek drama. Topics will include the theater buildings themselves, stage machinery, scene painting, and costumes. The main chronological focus will be on the fifth and fourth centuries B.C., but some attention will be paid to later developments.
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3.00 Credits
Rosen. It is commonplace to regard Classical antiquity in some sense as the "foundation" of Western culture, yet few people ever examine more closely how or whether this may be so. Can we in fact speak meaningfully of a cultural continuum from Greco-Roman antiquity to the present Do we see in the ancient Greeks a reflection of ourselves or of an entirely alien culture This course will explore how the Greeks of the "classical" period (5th-4th Centuries B.C.E.) addressed a set of concerns and problems fundamental to most human cultures, and will compare their approaches to these issues to those of modern society. Topics will include political organization, gender relations, family culture, art and society, among others. Sources will be wide-ranging and comparative, including such material as Plato, Thucydides, Euripides, Benjamin Franklin, Freud and Rap Music.
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3.00 Credits
Copeland. This course takes Chaucer's uses of antiquity as a point of entry into questions about the ancient lineages of medieval literary and intellectual culture. The coverage of Chaucer's writings in relation to classical and late classical authors will be quite substantial. We will survey the medieval textual histories of Virgil, Ovid, Horace, Statius,and Boethius as they materialize in specific Chaucerian sites, including: "Troilus and Criseyde", "Knight's Tale". "Legend of Good Women", "House of Fame" (and perhaps one other dream poem), "Boece",and Nun's Priets's Tale".These texts are sites for opening broader inquiries about the uses of antiquity in the Middle Ages: medieval transformations of ancient theories of narrative, of allegory and allegoresis, and of hermeneutics, translation, and invention; medieval receptions of ancient pedagogical discourses (including how classical authors were used in medieval schooling) and reconfigurations of ancient systems of knowledge; and medieval assimilations of ancient intellectual currents (Platonisms,scientific epistemologies,theories of language and signification). To these ends we will also look at various late classical expositors who mediated many of these problems to the Middle Ages, including Fulgentius, Martianus Capella, Marcrobius, Priscian, and St. Augustine. This seminar will be designed to address the interests of two constituencies: classicists who want to know more about the medeival fortunes of ancient traditions; and medievalists and early modernists,for whose ongoing research the long diachronic structure of this course can offer a good foundation. The course is designed to accomodate the particular expertise that classicists can bring to study of post-classical literary history. For non-classicists considering the course, knowledge of Latin isn't a requirement, but it is certainly helpful. Readings of Chaucer will be in Middle English. Course texts will include The Riverside Chaucer, Loeb editions of Horace and Boethius, a photocopied packet of promary and seconadry readings, and possibly some paperback English translations of late classical sources (e. g. Macrobius). Requirements will consist of one research paper and (depending on size of the class) one or two brief discussion presentations.
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3.00 Credits
Murnaghan. A study of how sexuality and sexual difference figured in the social practices and representations of the ancient Greek world. Topics for discussion include medical constructions of the male and female bodies, the politics of prostitution, the intersections of gender and slavery, depictions of sexuality in lyric poetry, drama, philosophy, legal discourse, and the novel, and the cultural significance of same-sex sexual relations. Emphasis will be placed on the role of ancient gender arrangements and sexual practices in contemporary discussions, such as the feminist rediscovery of ancient matriarchies, Foucault's reconstructions of ancient models of the self, and the recent debates about the Colorado Amendment 2 Case. The course is open to interested graduate students in all fields, and no knowledge of Greek is required.
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3.00 Credits
Grey. Scholars have long debated the nature of the ancient economy, the terms in which it can best be approached, and the decision-making processes that underpinned economic behavior in antiquity. In particular, controversy has surrounded the extent to which the economies of Greco-Roman antiquity can be modeled using contemporary tools of analysis. In recent scholarship, many of the tenets laid down by Moses Finley in his The Ancient Economy have been re-evaluated, with the result that the field is currently in a state of intellectual ferment. It is the purpose of this course to explore the terms in which contemporary debates over ancient economic systems are formulated, with reference to a variety of societies and periods, from the palace economies of the Mycenaean period to the system of taxation introduced in the early fourth century by the emperor Diocletian and his colleagues in the Tetrarchy.
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3.00 Credits
Romano. This seminar considers the procedures and the results of the Roman agrimensors who planned the city and landscape of the Roman Colony of Corinth of 44 B.C. Founded on the site of the former Greek city by Julius Caesar, Roman Corinth was to become one of the great cities of the Roman world. Considerable attention will be paid to the modern methods employed by the Corinth Computer Project, 1988-1997, as well as the resulting new information about the history of Roman Corinth.
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3.00 Credits
Copeland. This course takes the great kaleidoscopic poem Piers Plowman as its ostensible subject and point of departure for thinking about the literary cultures in the late fourteenth and early fifteenth century, as well as their continuity with older and indeed later literary and intellectual discourses. The cultural lens of Piers Plowman takes in a fascinating range of social and historical categories, including the political (political organization, rebellion, state formation, labor, law, reforms); language (Latin and vernacular, literacy, mixing of dialect, registers, rhetorical modalities, and genres); religion (orthodoxy and heterodoxy, piety, apocalypticism, spiritual "literacies") geography (from pilgrimage to fantasy to agricultural labor); intellectual histories; and the very status of textuality itself. In considering these problems we will read a variety of Piers intertexts, including selections from penitential manuals, Lollard sermons and trial records, treatises on translation, rebel broadsides, radical knock-off versions of Piers Plowman such as Piers the Plowmans Creed and Mum and Sothsegger, and selections from better known works such as The Book of Margery Kempe and Chaucers Parliament of Fowls. We will also make use of earlier Latin and continental materials (in English translation) that illuminate the intellectual traditions on which Piers Plowman draws. Requirements will include two oral presentations and a final paper. Students outside of medieval studies, and outside of English literary studies, are warmly encouraged to take this class, as Piers is truly a nexus of intellectual and cultural histories. It is also a very moving text about work, poverty, and social action.
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3.00 Credits
White. The formation and development of key religious sites, including Olympia, Delphi, Cyrene, Selinus, Cos and Lindos.
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