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Home , Bouleuterion, Diadumenos, Gynaeceum, Libon (architect), Myrtilus, Oenochoe

Exhibition Destination Olympia: 5th Century BC

Until 1st May 2005

Teacher’s Kit

With the exhibition “Destination Olympia: 5th Century BC”, the Olympic Museum offers a unique opportunity to familiarise your pupils with some of the aspects of life in Ancient .

The purpose of this kit is to give you the key information required to organise a meaningful visit with your pupils. Various approaches are offered, all of which can be easily combined:

For a visit where you are the guide: - A 10-stage visit highlights the content to be used (page 6)

For a visit by your pupils on their own: - Discovery sheets encourage an individual approach - Mission briefs encourage content discovery in small groups

For classwork: - Images and texts to comment on (pages 22 and 23)

For a tour organised by the Olympic Museum for your pupils: - Themed guided visits (page 24)

Feel free to give us your comments and suggestions Olympic Museum – Educational and Cultural Services Quai d'Ouchy 1, Case postale CH-1001 Lausanne

This kit can be downloaded from www.olympic.org/education , link “Consult the fact sheets”

Imprint Design and production: Olympic Museum, Educational and Cultural Services: David Vuillaume, Anne Chevalley Teaching partner: Jean-Marc Henry © IOC/Olympic Museum Collections, Photos: J. Donatsch, J.-J. Strahm, ACH, DVE

© IOC 2004

2 Table of contents

1. Introduction to the exhibition 4 Background 4 Plan of the exhibition 5 A quick tour 5

2. Preparing for the visit, a 10-stage process 6 Olympic Truce 6 6 Bouleuterion 7 7 Gymnasium 8 Palaestra 8 Loutron 8 Olympia 9 Mythology 9 Games 9

3. Working at the Museum 10 Discovery sheets for individual visits Mission briefs for group work Information for the teacher 19

4. Further activities 22 Class activity suggestions 22 Olympic Museum services 24 References on the Internet 25 Selective Bibliography 26

3 1. Introduction to the exhibition on

Background

To mark the celebration of the 2004 in (XXVIII Olympiad), the Olympic Museum is taking a look at the origin of the Games in . The exhibition “Destination Olympia: 5th Century BC” invites you to follow the athletes on their way to Olympia, including a stop at , the city where they trained for a month and underwent the final qualifications. During the journey, you have the chance to learn about how people lived at the time, to discover something of the social, political, family and religious lives of the ancient .

What kind of exhibition is it? “Destination Olympia” is an “immersion exhibition”, in other words, the visitor passes through scenes from 5th century BC life, reducing the distance between himself and the subjects of the exhibition. The realistic setting (frescoes, reconstructed , street noises, voices) helps the visitor to imagine the life of a contemporary person at Elis and Olympia.

Why the 5th century BC? As the Ancient Games spanned more than 1,500 years, it would have been difficult to depict them over such a vast period of history. The 5th century BC is regarded as the of Greece in general, and Athens in particular (birth of democracy, major architectural achievements), so the Olympic Museum has chosen to examine the Games in that context.

A huge reconstruction job!

The exhibition content is based on reconstructions created essentially on the basis of archaeological excavation reports. All the architectural components of the exhibition were produced under the supervision of an archaeologist specialising in ancient . Each working in his or her field, experts then produced: the architectural elements (, house, palaestra and bouleuterion) copies of fabric for the couches sports equipment (weights, discus and punching ball)

The sculptures (apart from the Kritios ephebe) are plaster models (lent by the Basel Skulpturhalle- www. skulpturhalle.ch) of Roman copies of lost Greek originals. Painters begin work on

decorating the palaestra. 900m2 of paintings provide decoration and extensions to Creation of the family the three-dimensional elements and produce a trompe-l’œil house in the exhibition area. effect.

4 Plan

PALAESTRA Gymnasium HOUSE

Street

Games OLYMPIA Temple of

Clothing

Mythology

Map + Truce

ENTRANCE EXIT

A quick tour

In front of the entrance, a map shows the location of Olympia and the Greek colonies, from which a large number of athletes and spectators came. A text on the sacred truce explains that fighting stopped on the occasion of the Games. The exhibition entrance is similar to the entrance to an ancient city, with its public space (agora), civic section (bouleuterion) and private areas (house). The political system and social structures of 5th century BC Greece are evoked, with Athens as a reference. The palaestra and gymnasium offer the opportunity to join the athletes training for a month at Elis. This area provides the chance to talk about the role of the gymnasium as an extension of public life and in educating young people generally. All round the palaestra, information about the sports on the programme heralds the coming Games in Olympia. The distance between Elis and Olympia (approximately 60km) is symbolised by a small olive grove. Both a sanctuary dedicated to Zeus and the site of the Games, Olympia was the destination for pilgrims, athletes and spectators. Offering a tour of the site, details on the programme of the Games and the crowning of the winners, this area also highlights the importance of gods and heroes in everyday life.

5 2. Preparing for the visit in 10 steps

1. Outside the exhibition: map and sacred truce

Celebrating the Olympic Games had a unifying power. At a time when political unity was non-existent, the Games brought together for the space of a few days continental Greeks and those from the colonies. They shared the same language, culture and religion and above all the same spirit of competition . The sacred truce () was the result of a treaty concluded between Iphitos, king of Elis, , sovereign of , and Kleosthenes of . The truce ensured that the fighting between cities was halted before, during and after the Games. Athletes and spectators could thus travel to Olympia and return again in total safety. Their journeys were sometimes long, as they came not only from continental Greece but also from the islands and colonies.

At the entrance, a map shows the location of Olympia, Elis and the colonies. There is also the text of the truce: “Olympia is a sacred place. Whoever dares to enter it bearing arms will be branded sacrilegious. Equally impious is he who does not avenge a crime if he has the power to do so.”

2. The agora

In the city, the agora was the public square, the place to meet people and hold discussions. Around the agora were public such as the bouleuterion. In the square flanked with porticoes (stoai) stood honorific statues or stelae on which the citizens could read information about the life of their city. Close to the agora, the shopkeepers and craftsmen had their shops and stalls. The figures in the fresco are wearing clothes which are all based on a simple rectangle of material. The The reconstruction of the ceramic merchant’s refinement lies in the art shop illustrates the different types of recipients used in everyday life. The played a of draping it. particularly important role, for both storing and transporting food. Richly decorated examples filled with olive oil were offered to the winners of the games held in Athens. Note also the (for carrying water), , oenochoe, cup, and (wine goblet favoured by Dionysos), the (used in nuptial ceremonies) and (containing oil for athletes’ massages).

6 3. The bouleuterion

Athens was the birthplace of democracy. Political life was susequently based around the notion of the citizen (women, slaves and foreigners were excluded).

The bouleuterion was where the 500-member met and deliberated. The Like a Greek citizen, the visitor boule was a kind of council of ministers which prepared laws. The ecclesia enters the bouleuterion, which is like a small, covered theatre. was the assembly of all the citizens who voted on the laws and took all decisions of state, such as making war or peace, exiling undesirable citizens Themistocles and Pericles, the artisans of democracy, and authorising public expenditure. await him there.

The kleroterion was a complex machine used to select jurors. The names of the candidates were written on the tickets inserted into the slots. Black and white marbles were then placed in the tube running down the side of the machine. The colour of the marble determined which candidates were chosen. This is an example of a democratic tool, as it enabled corruption or cheating to be avoided.

4. The house

Constructed on one, or sometimes two levels, the house consisted of an open- air square onto which the different rooms opened. The were built of unfired bricks reinforced with wood and rested on a stone base. The was generally covered with tiles. The furnishings were basic : beds, tables and chairs, with chests for storing clothes.

The women, who almost never went out, supervised the household and the slaves and took care of the education of children until the age of seven. They lived in the gynaeceum () and their principal activity was weaving.

A covered supported by wood pillars runs the Guests were received in the length of the , which explains the courtyard. The presence of the mosaic on the visitor can access . The other rooms, for three rooms : the private use, were not decorated. The couches all around the , and banquet , mosaic were not for sleeping on: the andron. the Greeks ate lying down, and took the opportunity to converse with one another. Music and dancing provided entertainment for the guests.

7 5. The gymnasium

A public for the physical and mental education of ephebes (boys aged from 15 to 18), the gymnasium became an intellectual centre frequented by the most learned men of the time (politicians, philosophers, orators, sculptors, painters and musicians). Each city had to have its own gymnasium. Before going to the Games, the athletes had to train in Elis, as the gymnasium in Olympia dates from only the second century BC.

The presence of various figures from public life in the gymnasium is symbolised by the statue of . The tragedian is a prime example of the citizen’s involvement in the life of his city (Athens). The head of Plato is a reminder that the great philosopher was also a wrestling enthusiast.

6. The palaestra

Next to the gymnasium, the palaestra was used for training in the combat sports (wrestling, boxing and pankration). The complex was run by the gymnasiarch. The gymnast’s role was that of head trainer, defining the athletes’ programmes and advising them on nutrition. Equipped with a forked stick, The fresco shows a the paidotribe watched over the training The aleiptes was responsible for wrestling scene in the carrying out massages and in charge of the oils used for them. foreground, with two athletes working on the clay surface of the competition The long jump was area in the background. One performed using halteres is using a pickaxe to made of stone, lead or remove stones, and the weighing between other is dampening the 1.6 and 4.6kg. Copies are ground using a water jar. On available for visitors wishing the left, the paidotribe, to imitate the movement of wearing an ochre-coloured ancient athletes. himation , is supervising the exercises.

7. The loutron

The loutron was a room generally equipped with a series of basins with running water along the back wall. It often also contained a number of small basins for washing the feet, together with a lakonikon, a hot air bath, which later gave rise to the Roman baths. In the loutron stands the statue of Apoxyomenos (a copy of the work by The athlete’s basic equipment consisted of the aryballos, a small container of olive oil, a , 4th century BC), which represents an sponge and a strigil. Before training or athlete cleaning his body competitions, the athlete would coat his body with a strigil, a curved, with oil, then cover it with sand. This layer hollow instrument made regulated the body temperature, protecting it in bronze. from cold or heat. After exercise, the strigil was used to scrape off the sweat, oil and sand.

8

8. Olympia

Not to be confused with Olympus, the home of the gods generally regarded as being located in northern Greece, Olympia is in the . It was a sanctuary dedicated to Zeus. Only the priests responsible for looking after it lived there, but at the time of the Games, the A model shows the layout site was filled with 40,000 people (athletes, coaches, spectators, merchants, of the site. The visitor can etc.). see how it looks now, as The temple of Zeus was built in 460 BC by Libon of Elis. It was 64m long, well as how it looked 28m wide and 20m high and Doric in style, with six columns along each originally. shorter side. Inside, in the cella, stood the chryselephantine statue of the god A life-size section of a (13.5m tall), created by . from the temple The Games took place outside the Altis (sacred part of the site), in the gives an idea of the scale of stadium and hippodrome. the building. Note the shaft No trace remains today of the statue created with the 20 flutes, a characteristic of Doric by Phidias. A painting here gives an idea of columns. what it looked like. Zeus is represented seated on a throne of gold, ebony and ivory, holding a sceptre surmounted by an eagle in his right hand, and a (victory) in his left.

9. Mythology

Although the sanctuary at Olympia was dedicated to Zeus, other gods were also worshipped there, as is shown by the presence of various altars. The pictorial representations of the temple feature the demi-god Herakles (or Hercules in Latin). On the east and west ends of the temple, twelve sculpted panels (metopes) represent the hero’s twelve labours. T he life-size illustration of The illegitimate son of Zeus and a mortal woman, Herakles was the victim one of the 12 metopes of ’s jealousy. To gain revenge for her husband’s infidelity, she inflicted tells the story of Herakles an attack of madness on him which made him kill his own children. To and the Cretan bull. cleanse himself of this murder, the hero consulted the oracle of Delphi, who ordered him to enter the service of his cousin Eurystheus. He imposed 12 labours on Herakles, which consisted chiefly of killing monsters and re- establishing order and stability.

A fresco represents the 12 gods of Olympus based on a painting (volute crater by the painter of the birth of Dionysos, Tarentum, early 5th century BC.).

10. The Games

The first traces of the Olympic Games date from 776 BC. By 472 BC, the competitions lasted for six days, during the hottest part of the summer, beginning on the day of the first full moon after the summer solstice. The winners received a red wool ribbon (taenia) and an olive crown. Once back home, Olympic champions enjoyed privileges for the rest of their lives: Olive wreaths are placed a place of honour at the theatre, exemption from paying taxes and the right on a table to suggest the to erect their own statue. victors’ crowns. The plaster statue of the The fresco depicts the conical altar Diadumenos shows the dedicated to Zeus. Beside it stands victorious athlete tying the temple of Hera, his wife. This the taenia around his temple predates the one honouring head. Zeus, indicating the presence of much older matriarchal cults.

9

3. Working at the Museum

Two types of educational material are available as a complement for your visit.

Both can be photocopied freely.

5 discovery sheets for individual visits

Instructions for use

- Each sheet contains a series of questions which cover certain areas, rather than the entirety, of the exhibition. - Each pupil is given a sheet, visits the exhibition and spends most of his/her time in the places indicated by the questions. - At the end of the visit, the class as a whole will have covered all the subject areas. Going over the sheets, either at the Museum or back in the classroom, will allow pupils to discuss their findings and establish a common knowledge base.

5 mission briefs for group work

Instructions for use

- Form teams. - Announce the time allowed. - Each team is given its mission brief, goes to the area indicated and carries out their task. - At the end of the allotted period, each team presents the results of its mission to the whole group.

Information linked to the 5 mission briefs can be found on page 19.

10 Discovery Sheet I

Outside the exhibition entrance

1) What event ensured that athletes could travel to the Games in safety?

……………………………………………………………………………………………………

2 ) What means of transport did athletes use to go to the Games?

………………………………………… ……………………………...…………

………………………………………… …………………………………………

In the bouleuterion

3) What was the bouleuterion ?

a hotel a temple a public building

4) What political system gives power to the people?

……………………………………………………………………………………………………

5) In your family, how are decisions taken? Does each family member get the chance to give his or her view? Give examples:

…………………………………………………

…………………………………………………

6) Listen to the speech by Pericles. What language is being spoken?

Persian Hebrew

In the agora

7) Join the women at the fountain and find the name of the vase used to carry wa ter:

…………………………………………………

8) Complete the picture started on this amphora. Don’t forget the decorative elements!

11 Discovery Sheet II

In the bouleuterion

1) What instrument is used to measure the time allowed to speakers?

……………………………………………………………………………………………………

2) What do you need to make it work?

……………………………………………………………………………………………………

3) Briefly describe how it works:

……………………………………………………………………………………………………

……………………………………………………………………………………………………

4) Look at the people in the bouleuterion. As a girl, would you be allowed to go in?

……………………………………………………………………………………………………

In the agora

5) What shape is the fabric used for Greek clothes?

6) What type of fabric is used to make the clothes?

……………………………………………………………………………………………………

In the house

7) What do you think the room with the couches is used for?

……………………………………………………………………………………………………

8) Based on this information, draw (on the back of this sheet) a plan of the house:

The house is composed of a square courtyard, with a covered portico around it giving access to the various rooms.

12 Discovery Sheet III

In the house

1) What was used to light the rooms?

……………………………………………………………………………………………………

2) Draw this object:

3) What are the main colours of the house?

……………………………………………………………………………………………………

In the palaestra

4) Find the large painting with the two athletes. Where are they training?

outside inside

5) What are the two men with the pickaxe and water jar doing?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

6) Before boxing gloves were invented, what was used to protect the hands?

……………………………………………………………………………………………………

At Olympia

7) Look at the model and find the biggest building. What is it?

……………………………………………………………………………………………………

8) In the exhibition, find the piece of column from this building.

Its surface is not smooth, but has hollows. These are called flutes. How many are there?

………… 13 Discovery Sheet IV

In the agora

1) Choose two people from the large picture painted on the wall. Find the terms given to the clothes they are wearing:

Person 1 Person 2

Name of clothing ….………………………. Name of clothing ….………………………

Colour of clothing ….……………………… Colour of clothing ….………………………

Specific features ….…….………………… Specific features …….…………………

In the house

2) What is the mosaic made of?

nails pebbles pieces of glass

3) Choose a design from the mosaic and draw it (on the back of this sheet) using only small black or white circles:

4) The piece of wool attached to the doorway announced the birth of a girl. How was the birth of a boy announced?

……………………………………………………………………………………………………

In the loutron

5) Find the three objects that athletes used to clean themselves, and draw them:

In the palaestra

6) What was the strip around the javelin used for?

to fix it to a wall to propel it when thrown to strengthen the wood

7) List the events of the pentathlon: ……………………………...…………

………………………………………… …………………………………………

………………………………………… …………………………………………

8) For races, how many horses pulled a quadriga? ..… 14 Discovery Sheet V

In the palaestra

1) What are the three combat sports?

………………………… ………………………… …………………………

2) What objects were used for the long jump?

……………………………………………………………………………………………………

3) What was their function? Give an explanation:

……………………………………………………………………………………………………

……………………………………………………………………………………………………

At Olympia

4) Look at the scale model. Where were the Games held?

……………………………………………………………………………………………………

5) Choose three of the gods painted on the wall. Write their names on the back of this sheet and describe their specific features.

6) What did winners at the Olympic Games receive?

……………………………………………………………………………………………………

In the bouleuterion (go back to the start of the exhibition)

7) What object was used to sentence a person to exile?

……………………………………………………………………………………………………

Draw this object:

8) Pericles is wearing something on his head. Identify what it is and guess the activity

of its wearer:

……………………………………………………………………………………………………

……………………………………………………………………………………………………

…………………………………………………………………………………………………… 15 Mission 1 Ancient fashion show Place: agora

Objective: Convince customers to buy your clothes

Your mission:

1. Find Kyniska and Therippides Hints: she is wearing green, he is in red

2. Gather all the information you can on their clothes: - Name of clothes - What are they made of? How are they made, and by whom? - How are they worn? - Do they require any accessories? In front of your classmates:

3. Your are salespeople; a man and his daughter on their way to Olympia come into your shop (2 people chosen from among your classmates). Show them the clothes that you have just studied. 4. Explain the features of the clothes to them: be convincing!

5. Use the material available in the baskets and dress them. 6. Then make them show off the clothes, telling them how good they look!

Mission 2

Sports training

Place: palaestra Objective: Introduce young athletes to long jumping

Your mission:

1. Find information on this event in the exhibition. 2. Prepare the following subjects as part of your speech: long jump as an event in the pentathlon (find the five events); the equipment required and its function; the technique used in Antiquity; long jump today. In front of your classmates:

3. Introduce yourselves as the best trainers in Elis. 4. Explain the long jump based on the information you have found. 5. Pick one of your classmates and get him or her to perform the movements of the long jump. 6. Decide whether he or she has a chance of being selected for the Games at Olympia!

16 Mission 3

Discovering a Greek house

Place: house Objective: Present a Greek family house from the 5th century BC

Your mission: 1. You are archaeologists who have discovered the well-preserved remains of a house. 2. Look at it and ask the following questions: - What was the shape of the house? - What were the walls made of? Were they painted? - What were the rooms used for? Do they contain any objects? 3. Stop in the room with the mosaic. How was it lit? What were the couches used for? What was the role of the mosaic? What was it made of? Try to answer these questions by using your own imagination and deductive skills (try not to cheat by reading the exhibition texts!). In front of your classmates: 4. You are visited by a group of leading scientists (your classmates) who are very interested in your discovery. 5. Take them on a tour and present your hypotheses and conclusions on how people lived in a Greek house in the 5th century BC.

Mission 4 Guided tour of Olympia

Place: Olympia. Objective: Take your classmates on a tour of Olympia

Your mission:

1. You are working as cultural guides at the site of Olympia and you are preparing to take a group on a tour. 2. Familiarise yourself with the scale model and how the computer terminal works. 3. Choose the buildings that you are going to talk about: - the temple of Zeus (from the exhibition itself, also use the section of column, the pediment and the representation of the god) - the area reserved for the athletes (gymnasium and palaestra) - the places used for the competitions (stadium and hippodrome) In front of your classmates: 4. Welcome the group and take them on a virtual tour using the model and the objects available in the exhibition. 5. At the end, take your leave of the group and ask the participants if they think you deserve a tip!

17

Mission 5 Mythology and the Olympic Games

Place: Olympia Objective: Tell a group of children about the legendary origins of the Olympic Games Your mission:

1. You are professional storytellers. You will be receiving a group of children and are going to prepare a story for them on the origins of the Olympic Games. 2. Find the pediment of the temple of Zeus. 3. Read the story of and the chariot race against King .

In front of your classmates:

4. Welcome the children (your classmates). 5. Present the pediment and give an entertaining description of it. 6. Tell the story of Pelops in your own words, as simply as possible, taking it in turns so that each of you can tell part of the story: To help keep your audience’s attention, use your voice and hand movements to emphasise or illustrate certain points!

18 Information on the mission briefs for teachers

Guidelines for use during the missions

In the 5th century BC, the bouleuterion was the place for democratic discussion and its codes. By allocating the missions to the pupils in the bouleuterion, you can place the activity rules in a historical context.

We advise you to distribute In the bouleuterion, the person speaking was protected by the gods. the mission briefs to the He could not be interrupted or attacked. groups of pupils and explain While the groups are giving their presentations, their classmate the details of the exercise in listeners are not allowed to interrupt or heckle the speakers. the bouleuterion (democratic context!), close In the bouleuterion, speaking time was limited by using a clepsydra to the symbolic objects. (6.5 litres for approx. 6 minutes) A specific amount of time is allowed for each group’s presentation. This is monitored by the teacher or a selected pupil, using a stopwatch or an hourglass.

In the democratic system symbolised by the bouleuterion, the laws were voted for by the citizens by a show of hands. To be allowed to speak at the end of the talks, pupils will have to raise their hands.

Mission 1 Information for the teacher Anecdote Ancient fashion show In Sparta, women left the right side of their peplos open, so their legs Objectives could be glimpsed. In Athens, Spartan women were Collect information on Greek clothes and be capable of known as “thigh flashers”! The including this in a role play. Athenian women were more prudish, and sewed up the open Kyniska is wearing a peplos: a long dress held on the shoulders by side of their tunic. two fibulae and gathered at the waist by one or two belts. Therippides is wearing a himation: a long piece of fabric which men draped over themselves. It could be worn next to the skin or over another piece of clothing. No accessories were required.

The clothes were all made from a basic rectangle. The fabrics were wool or linen, woven by women.

In the role play, the customers are a father and daughter (not a man and woman) on their way to the Olympic Games. This provides the chance to explain that married women were not allowed to watch the competitions. Discussion Can we identify someone’s socio- economic background or membership of a group from the clothes they wear?

19 Sports on the programme Mission 2 Information for the teacher At Olympia, the programme Sports training comprised the following sports: foot races, combat sports Objectives (wrestling, pankration and boxing), pentathlon and chariot races. Collect information on a sport and be capable of explaining its rules.

In Ancient Greece, the long jump was part of the pentathlon, which consisted of the following five events: - discus - long jump - javelin - foot race - wrestling

To jump, halteres were used. The technique consisted of jumping with no run-up and performing five successive jumps. The total distance of these jumps determined the athlete’s performance. The weight of the halteres compensated for the lack of run-up.

Today, the long jump is part of athletics. Halteres are no longer used. The athlete takes a run-up and performs a single jump. The modern pentathlon is completely unlike the Ancient Greek version, consisting of shooting, fencing, swimming, horse riding and running.

Anecdote Mission 3 Information for the teacher The olive twig placed in the house Discovering a Greek house doorway announced the birth of a boy, while a piece of wool was used Objectives to indicate a girl. The olive evokes agriculture and the working of the Cope without having recourse to texts. Be capable of arguing for land by men, and wool the job of certain interpretations and defending the resulting conclusions. weaving, done by women. The house belonged to the private sphere of the Greeks. The andron (banquet room) was the only room open to guests.

The mosaic was produced using natural pebbles based on a pavement found at Olynthus (Macedonia). It was not until the 2nd century BC that tessels appeared, small shaped cubes used in particular by the Romans. This luxurious “carpet” was also practical, as it could be washed easily.

Lighting Oil lamps were used for . Rooms generally had no , as the light came from the courtyard, the central part of the house and regarded as a room in its own right.

See also the information on page 7.

20 Mission 4 Information for the teacher Important Guided tour of Olympia Olympia was not a town, but a sanctuary dedicated to Zeus. Objectives Learn to make use of the information given by a scale model; bring to life the objects on display; present information logically, within the defined area.

A sanctuary dedicated to Zeus, Olympia hosted the Olympic Games every four years.

On the scale model, there is the sacred area: - the temple of Zeus - the temple of Hera - the Pelopion: funeral monument to Pelops, surrounded by a pentagonal enclosure (evoked in the exhibition by a small five-sided wall around the model). - the Treasure where the offerings made at the sanctuary were kept

… and the secular area: - the gymnasium, palaestra, stadium and hippodrome (not on the model as it has completely disappeared, carried away by the alluvium of the River ).

The representation of Zeus provides the opportunity to talk about this work by the sculptor Phidias, one of the seven wonders of the ancient world. See also the information on page 9.

Mission 5 Information for the teacher Mythology and the Olympic Games

Objectives Be capable of gathering information and converting it into an attractive and dynamic presentation. The myth of Pelops After an oracle told King Oenomaus that his son-in-law would cause his death, the King decided to give his daughter in marriage only to the man who was able to beat him in a chariot race. Using two supernatural horses, Oenomaus had no problem in winning each race, after which he had his defeated rivals executed. Thirteen men had already suffered this sad fate. But Pelops, the son of , succeeded in beating the king with the help of , who gave him winged horses. During the chariot race against Pelops, Oenomaus was killed. Pelops married his daughter Hippodameia and became king. It is said that the servant helped Pelops by sawing the axle of the king’s chariot… whatever actually happened, to celebrate his victory, Pelops created the Olympic Games.

The east pediment of the temple of Zeus depicts this chariot race between Pelops and Oenomaus. Zeus appears at the centre. On his right: Oenomaus, Hippodameia, a chariot and the personification of the River Alpheus. On his left: Pelops, (the wife of Oenomaus), Myrtilus, a chariot and the personification of the River Cladeos. 21

4. Further activities

Class activity suggestions

Pictures to comment on

The stadium at Olympia: What shape is it? How did the athletes enter it? Where did the spectators sit?

Victory: What did the winners at the Olympic Games receive?

Starting line for races: What were the parallel lines for? Imagine the starting position of the athletes.

22 Ancient Greek sources For commentary and analysis. (Extracts from Sources for the History of Greek Athletics)

Origins of the Olympic Games I now think that I should explain the reason why the Olympic Games came to be Phlegon History of Olympia organised. This is the story. After Peisos and Pelops and then , who were ~138 A.D. the first to establish the festival and concert at Olympia, the Peloponnesians omitted (p. 40) the observance of them for a while until, beginning with Iphitus, twenty-eight Olympic festivals are reckoned to Coreobus the Elean. After neglect of the Games had set in, a condition of strife prevailed throughout the Peloponnesus. Lycurgus the Lacedaemonian […] and Iphitus[…] and Cleosthenes, a Pisatan, desirous of bringing the people back to a state of harmony and peace, resolved to restore the Olympic festival according to its original pattern and to celebrate athletic games. They undertook a mission to Delphi to enquire whether the god approved of their undertaking. The god answered in the affirmative and directed them to announce a truce for the cities wishing to take part in the contest. After this had been announced by messenger throughout Greece it was also inscribed on a discus for the Hellanodicae (i.e. controlling judges) to use as a law for the Olympic Games.

The ideal build for a contestant in the pentathlon … now I must set forth the qualifications required for entrants in each of the Philostratus contests. On gymnastics, 31 Early 3rd century A.D. The contestant in the pentathlon should be heavy rather than light, and light rather (p.222) than heavy, slender, of good build, tall and of muscle not excessive, but not light either. He should have legs long, rather than in proportion to his body, and hips that are flexible and limber on account of bending backward in throwing the spear and the discus, as well as on account of the jump. He will jump with less jolting and will break nothing in his body if he gains a firm footing, letting his hips down gradually. His hands should be long and his fingers also, for he will hurl the discus far better if the discus rim is sped upwards from the hollow of his fingers; and he will hurl the javelin with less trouble if his fingers do not barely reach the strap (ankylé), as will be the case if they are short.

Women at Olympia As you go from Scillus along the road to Olympia, before you cross the Alpheius, there is a mountain with high, precipitous cliffs. It is called Mount Typaeum. It is a law of Elis to cast down it any women who are caught present at the Olympic Description of Games, or even on the other side of the Alpheius, on the days prohibited to women. Greece V, 7 However, they say that no woman has been caught, except Callipateira only; some, 174 A.D. (p.109) however, give the lady the name of Pherenice and not Callipateira.

At the Pythian and Isthmian games and wherever else in the world there are games, Philostratus the coach wraps himself in a cloak […] but at the Olympic games he does his On gymnastics, 17 directing unclad. This, in the opinion of some, is because the men of Elis wish to try Early 3rd century out the coach at that season of the year to see if he can endure exertion and heat; A.D. but, according to the account at Elis, it is because of Pherenice, a woman of Rhodes, (p.218) who was a daughter of the boxer Diagoras, and so masculine in appearance that at first the men of Elis thought her a man. At any rate, she wrapped herself in a cloak at Olympia and trained her own son, Peisodorus. […] When they discovered the deception, they hesitated to put Pherenice to death out of regard for Diagoras and his children – for all the members of Pherenice’s household were Olympic victors – but a regulation was put in writing that the coach was thereafter was to disrobe and was not to be accepted unquestioned. 23

Olympic Museum Visitor Programme

4 thematic guided visits

The Games in Greece : between past and present General visit. Begin with an introduction to the Athens 2004 Games, then move on Olympia, birthplace of the Olympic Games. Voyage through space and time to a Greek city of the 5th century BC. While travelling along the well-worn path for Olympia, become acquainted with the social, political and religious context of the Games.

The sports on the programme Learn about the sports practised in Antiquity as well as the famous athletes of the time. Compare the techniques used then and now; compare today’s champions with those of the time. Demonstrations and experiments with sporting equipment.

Daily life in Ancient Greece Experience the Greek way of life of the 5th century BC, amongst those who went to the Games as spectators or even as athletes. What were their civic duties, lifestyle, culinary habits, dress codes? Discover the technique used to select judges, try on period costumes, test out recipes… and more !

The Games and the Gods What place for myth in the celebration of the Games ? Find out all about the legendary origins of the competitions in Olympia, as well as the gods and the heroes who inspired the athletes of Antiquity. Virtual walk through the site of Olympia. Encounter with the gods, recognition of their attributes, myth and tale-telling.

Exhibition ticket : CHF 2.50 per student (1 accompanying person free for 10 children)

Guided visits : CHF 30.- + entrance ticket (duration 1½ hrs, max. 25 persons)

Free entrance is accorded to teachers wishing to prepare their class’s visit.

Information and reservations : Tel. 021 621 65 11

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Internet References

IOC, Olympic Games: www.olympic.org

Direct access to the Olympic Museum: www.museum.olympic.org

Olympic Museum information and documents for teachers: www.olympic.org/education

Athens 2004 Games: www.athens2004.com

Greek Ministry of Culture: www.culture.gr/home/welcome.html

An educator’s resource for the 2004 Olympics in Athens: http://www.greekembassy.org/Embassy/Content/en/Article.aspx?office=3&folder=199 &article=13171

Greek art in European museums: www.unil.ch/gybn/Arts_Peuples/Agalma/grec_musees.htmT

25 Selective bibliography

Young readers Olympia

Blacklock, D. and Kennett, D. Sinn, Ulrich Olympia, Warrior Athletes of Ancient Olympia : Cult, sport and ancient Greece festival New York: Walker and Co., 2000. Princeton : Markus Wiener Publishers, 2000 Middleton, Haydn Sources Chicago: Heinemann Library, 2000. Robinson, Rachel Sargent Swaddling, Judith Sources for the History of Greek The Ancient Olympic Games Athletics University of Texas Press / British Chicago: Publishers, 1955 Museum, 1980.

Tames, Richard A thematic bibliography is available from The Ancient Olympics the IOC library at the Olympic Museum. Illinois: Rigby Education, 1996.

Woff, Richard The Ancient Greek Olympics London: Press, 1999.

Teachers

The Games in Ancient Greece

Finley, M.I. and Pleket, H.W. The Olympic Games London: Chatto and Windus, 1976.

Gardiner, E. Norman Athletics of the Ancient World Chicago: Ares Publishers INC., 1930

Olympism in Antiquity: Olympic Museum Lausanne : Olympic Museum, 1993 3 volumes. Exhibition catalogue

26 Notes :

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Olympic Museum Quai d’Ouchy 1, 1001 Lausanne Ph. 021 621 65 11 www.olympic.org/education

Educational and Cultural Services, August 2004

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