Classical Latin: the Language of Ancient Rome

Total Page：16

File Type：pdf, Size：1020Kb

Classical Latin: the language of ancient Rome A276 Presentation pattern October to June Module description A276 module combines a beginners’ course in Latin with the study of Roman culture and literature in translation. Students will learn the core principles of the language, reading texts adapted from Livy, and supported by specially designed online resources. Alongside the language, they will explore a range of Latin texts in translation (including Livy, Virgil, Ovid, and Horace) from literary, cultural, and historical angles. The module focuses on the theme of ‘Roman identity and exemplarity’, considering Augustan culture’s preoccupation with identity, Rome’s origins, and exemplary stories from the past. They will also have the opportunity to reflect upon how translation affects our interpretation of ancient literature and culture Person specification The person specification for this module should be read in conjunction with the generic person specification for an associate lecturer at The Open University. As well as meeting all the requirements set out in the generic person specification, you should have: . studied Latin to an advanced level, for example as part of your undergraduate or postgraduate degree . an honours degree and/or postgraduate degree in classics, classical studies, Latin, ancient history or a related subject . experience of teaching classical Latin, preferably at beginner’s level . experience of teaching Latin literature in translation (and/or Roman history and civilisation) . the ability to grade assignments and provide constructive feedback to students . ability to demonstrate an awareness of pedagogic issues related to online forums and other online modes of teaching. It would be an advantage to have: . a teaching qualification (such as a PGCE, HE Fellowship, or comparable) in classics or a related subject . experience of teaching ancient languages to adults . a commitment to keeping your skills and knowledge updated. Module related details - a full explanation can be found on the website Credits awarded to the student for the successful 60 completion of a module: Number of assignments submitted by the student: 6 Method of submission for assignments: 1a Level of ICT requirements: 2 Number of students likely to be in a standard group: 20 Salary band: 7 Estimated number of hours per teaching week: 6.

Copy Link

Recommended publications

Extracting Two Thousand Years of Latin from a Million Book Library
Extracting Two Thousand Years of Latin from a Million Book Library David Bamman The Perseus Project, Tufts University and David Smith Department of Computer Science, University of Massachusetts-Amherst With the rise of large open digitization projects such as the Internet Archive and Google Books, we are witnessing an explosive growth in the number of source texts becoming available to re- searchers in historical languages. The Internet Archive alone contains over 27,014 texts catalogued as Latin, including classical prose and poetry written under the Roman Empire, ecclesiastical trea- tises from the Middle Ages, and dissertations from 19th-century Germany written { in Latin { on the philosophy of Hegel. At one billion words, this collection eclipses the extant corpus of Classical Latin by several orders of magnitude. In addition, the much larger collection of books in English, German, French, and other languages already scanned contains unknown numbers of translations for many Latin books, or parts of books. The sheer scale of this collection offers a broad vista of new research questions, and we focus here on both the opportunities and challenges of computing over such a large space of heterogeneous texts. The works in this massive collection do not constitute a finely curated (or much less balanced) corpus of Latin; it is, instead, simply all the Latin that can be extracted, and in its reach of twenty-one centuries (from ca. 200 BCE to 1922 CE) arguably spans the greatest historical distance of any major textual collection today. While we might hope that the size and historical reach of this collection can eventually offer insight into grand questions such as the evolution of a language over both time and space, we must contend as well with the noise inherent in a corpus that has been assembled with minimal human intervention.
[Show full text]
Virgil, Aeneid 11 (Pallas & Camilla) 1–224, 498–521, 532–96, 648–89, 725–835 G
Virgil, Aeneid 11 (Pallas & Camilla) 1–224, 498–521, 532–96, 648–89, 725–835 G Latin text, study aids with vocabulary, and commentary ILDENHARD INGO GILDENHARD AND JOHN HENDERSON A dead boy (Pallas) and the death of a girl (Camilla) loom over the opening and the closing part of the eleventh book of the Aeneid. Following the savage slaughter in Aeneid 10, the AND book opens in a mournful mood as the warring parti es revisit yesterday’s killing fi elds to att end to their dead. One casualty in parti cular commands att enti on: Aeneas’ protégé H Pallas, killed and despoiled by Turnus in the previous book. His death plunges his father ENDERSON Evander and his surrogate father Aeneas into heart-rending despair – and helps set up the foundati onal act of sacrifi cial brutality that caps the poem, when Aeneas seeks to avenge Pallas by slaying Turnus in wrathful fury. Turnus’ departure from the living is prefi gured by that of his ally Camilla, a maiden schooled in the marti al arts, who sets the mold for warrior princesses such as Xena and Wonder Woman. In the fi nal third of Aeneid 11, she wreaks havoc not just on the batt lefi eld but on gender stereotypes and the conventi ons of the epic genre, before she too succumbs to a premature death. In the porti ons of the book selected for discussion here, Virgil off ers some of his most emoti ve (and disturbing) meditati ons on the tragic nature of human existence – but also knows how to lighten the mood with a bit of drag.
[Show full text]
The Reception of Classical Latin Literature in Early Modern Philosophy: the Case of Ovid and Spinoza
AS ORIGENS DO PENSAMENTO OCIDENTAL THE ORIGINS OF WESTERN THOUGHT ARTIGO ORIGINAL I ORIGINAL ARTICLE The Reception of Classical Latin Literature in Early Modern Philosophy: the case of Ovid and Spinoza Nastassja Pugliese i http://orcid.org/0000-0002-1961-3873 [email protected] i Universidade Federal do Rio de Janeiro – Rio de Janeiro – RJ – Brasil PUGLIESE, N. (2019). The Reception of Classical Latin Literature in Early Modern Philosophy: the case of Ovid and Spinoza. Archai 25, e02502. Abstract: Although the works of the authors of the Golden Age of Latin Literature play an important formative role for Early Modern philosophers, their influence in Early Modern thought is, nowadays, rarely studied. Trying to bring this topic to light once again and https://doi.org/10.14195/1984-249X_25_2 [1] 2 Archai, n. 25, Brasília, 2019, e02502. following the seminal works of Kajanto (1979), Proietti (1985) and Akkerman (1985), I will target Spinoza’s Latin sources in order to analyze their place in his philosophy. On those grounds, I will offer an overview of the problems of the reception of classical literature in Early Modernity and then dwell on the particular case of Ovid and Spinoza. The present paper will argue that although Spinoza’s references to Ovid fill a rhetorical purpose as suggested by the existing literature, these mentions have a prior philosophical motivation. That is, the references in the Ethics are not merely illustrative; instead, they indicate that Spinoza acknowledges Ovid’s beliefs about human experiences and deliberately elaborates on Ovid’s view to construct and defend his own theses.
[Show full text]
The Power of Latin in Ancient Rome
Activitydevelop The Power of Latin in Ancient Rome How did the spread of Latin influence power in ancient Rome? Overview Students investigate how the geographic spread of an impactful human system—language— influenced power in ancient Rome. For the complete activity with media resources, visit: http://education.nationalgeographic.org/activity/power-latin-ancient-rome/ Program Directions 1. Activate students’ prior knowledge. Ask: Have you ever been in a situation where you didn’t understand the language being spoken? Invite volunteers who are comfortable doing so to share their experiences with the class. As a class, discuss the common themes that are most likely to come up: feelings of discomfort, confusion, and not being understood (loss of power). Then ask: What would it feel like to be heavily influenced to adopt a language other than English? What would it feel like if the most popular activities and places in the United States today were conducted in or marked with the language of another, currently existing country? Explain to students that, in this activity, they will learn about how the spread of Latin influenced power in ancient Rome and consider how it impacted people in the invaded cities and towns. 2. Have students read about the spread of Latin in ancient Rome. Distribute a copy of the Latin in Ancient Rome worksheet to each student. Divide students into pairs and have pairs work together to read the passage and answer the questions in Part 1. Review the answers as a whole class. Ask: In your own words, describe Romanization. (Romanization is the spread of Roman customs, dress, activities, and language.) How was Latin different for different economic classes? (They had different versions of the language: Vulgar and Classical.) 1 of 6 How do you think the invaded cities and towns felt about switching to Roman customs and language? (Possible response: They probably felt pressured to do so, from both the government and the military, instead of a desire to do so on their own.) 3.
[Show full text]
Rethinking Ovid: a Collection of Latin Poetry and Commentary on Composition Anna C
Macalester College DigitalCommons@Macalester College Classics Honors Projects Classics Department May 2006 Rethinking Ovid: A Collection of Latin Poetry and Commentary on Composition Anna C. Everett Macalester College, [email protected] Anna Everett Beek Macalester College Follow this and additional works at: http://digitalcommons.macalester.edu/classics_honors Recommended Citation Everett, Anna C. and Beek, Anna Everett, "Rethinking Ovid: A Collection of Latin Poetry and Commentary on Composition" (2006). Classics Honors Projects. Paper 1. http://digitalcommons.macalester.edu/classics_honors/1 This Honors Project is brought to you for free and open access by the Classics Department at DigitalCommons@Macalester College. It has been accepted for inclusion in Classics Honors Projects by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. RethinkingRethinking Ovid: A Collection of Latin Poetry and Commentary on Composition Anna Everett Beek Advised by Nanette Scott Goldman Department of Classics, Macalester College 1 May 2006 Cunct rum Chrone impl cbilissime d vum, scr bend vers s t bi ni hil referunt. TableTable of Contents Introduction 4 Sources and Inspiration Cydippe 7 Dryope 10 Other References 11 Composition 12 The Chosen Meters 17 Poetic Devices 19 Diction and Grammar in Chronologica l Context: Linguistic Matters 22 Imitat io n and Interpretation 26 Historical Background: Ceos 29 Historical Background: Women 31 Conclusion 34 The Poetry Cydippe 35 Dryope 39 Bibliography 41 2 AcknowledgementsAcknowledgements I could not have completed this project without the help of various wonder ful people. While I am certain they know who they are, I must extend much gratitude to these people, and if I have produced any work of quality, these people deserve credit first.
[Show full text]
Department of Classical Studies
Department of Classical Studies Latin 3100A: Latin Prose Selections Course Outline Course Details This year we will read in Latin substantial portions of Book I of Livy’s Ab Urbe Condita, a massive 142-book history of Rome from its foundations up until the time of Augustus. Book I covers the regal period, including many of the well-known episodes from legendary history: Aeneas, Romulus and Remus, Lucretia, and much more. We will focus on reading the text primarily for building confidence and skill in reading unadapted Latin prose, but will also read with a view to appreciating Livy’s literary talent as well. Prerequisite: Latin 2000 or permission of the Department Contact Details Office: Lawson 3206 (next to the main office) Email: [email protected] Phone: 519-661-2111 x87481 Office Hours: TBA Class Meetings The class meets MWF from 9:30-10:30 a.m. in Stevenson Hall 3101. Course Texts 1. Whiteley, J.L. and H.E. Gould, eds., Livy: Book 1. Bristol Classical Press (1991). ISBN 978-0862922962 [required] 2. Cassell's Latin Dictionary, ed. D.P. Simpson (Cassell's Pub., 1977). ISBN 0025225804 (or similar) 3. Allen & Greenough’s New Latin Grammar (Caratzas, 1931; repr. 2002). ISBN 089241331X. (optional; also available as a PDF in the course OWL site) 1 Course Policies Attendance You are expected to attend all class meetings, and to come prepared to engage with the assigned material. That is, you should have the assigned readings prepared in advance, and be able to translate and analyze the text alongside the class during our course meetings.
[Show full text]
Mary Katherine Jaeger Department of Classics 961 East 21St Ave. University of Oregon Eugene, Oregon 97405 Eugene, OR 97403
Mary Katherine Jaeger Department of Classics 961 East 21st Ave. University of Oregon Eugene, Oregon 97405 Eugene, OR 97403 (541) 343-4167 (541) 346-4068 [email protected] Academic Positions: 2008-present Professor, Department of Classics, University of Oregon 1997-2008 Associate Professor, Department of Classics, University of Oregon 1991-1997 Assistant Professor, Department of Classics, University of Oregon 1993-1994 Mellon Faculty Fellow in the Humanities, Harvard University (on leave from the University of Oregon) 1990-1991 Visiting Assistant Professor, Department of Classics, University of Oregon Education: 1990 Ph.D. University of California at Berkeley 1984 M.A. University of California at Berkeley, Latin 1982 B.A. Gustavus Adolphus College, St. Peter, MN, Classics, magna cum laude Publications: I. Books: 2018. Lectiones Memorabiles, refereed volume for Bolchazy-Carducci. Introductions and Commentary for passages of Horace, Martial, Vergil, Sallust and Livy on the 2019-2020 IB exam; including a comprehensive vocabulary, metrical appendix, an index of rhetorical terms, maps and timelines. 50,000 words + vocab. 2011. A Livy Reader, a peer-reviewed volume for the Bolchazy-Carducci Latin Readers series, including an introduction, selection of texts, and commentary. Reviews: CJ 2013 2008. Archimedes and the Roman Imagination. University of Michigan Press. Reviews: TLS, April 3, 2009; AJP Spring, 2009; Choice, Volume 46, Vol. 7, March 2009; BMCR September 2008; Journal of Roman Studies, October, 2009; Aestimatio; Nuncius; London Review of Books, November, 2010. Reissued in paperback, October 2013. 1997/8. Livy's Written Rome. University of Michigan Press. Reviews: Gnomon 2/2001; BMCR September 1998 Reissued in paperback, February 2009.
[Show full text]
Beard's SPQR. a History of Ancient
Beard’s SPQR. A History of Ancient Rome as Background Reading in Classical Latin Courses. A Teaching Proposal by Tamara Lobato Beneyto The Cambridge scholar provides an formulated by the present author and Introduction. Rationale, scope, analysis and discussion of primary aimed at furthering a reflection on and a and structure sources, and re-examines the significance discussion of the book’s contents among and consequences of the main historical students. This document was originally Contextual or background knowledge events and processes during such elaborated for undergraduates completing performs an important function in centuries. She starts by focusing on the ab initio and intermediate courses in second language learning and reading events of 63 BCE (first chapter), and then Classical Latin as part of degree comprehension, as a number of proceeds to discuss previous periods in programmes other than Classics (mainly theoretical and empirical studies have Roman History. In the sixth chapter, History), but it may be likewise useful for shown (see, for instance, P. L. Carrell, Beard resumes the account of events of students in other educational settings, 1983, 1982).1 To the extent that the already mentioned year, and continues such as the pre-university stage and Ancient Greek and Latin are verbal thereon with the rest of the historical continuous education. codes too, they constitute no exception account in linear chronological order. The headings in the first section, to the aforementioned principle. With a most engaging narrative style,she entitled On the chapter contents, are phrased Indeed, contextual knowledge is implicitly introduces non-specialist in a similar way as essay questions.
[Show full text]
The Use of Latin Literature During the Transition Period Between the Roman Republic and the Roman Empire
Advances in Social Science, Education and Humanities Research, volume 415 5th International Symposium on Social Science (ISSS 2019) The Use of Latin Literature During the Transition Period Between the Roman Republic and the Roman Empire —How Latin Literature was Utilized to Achieve Various Political Approaches Zhikai Li Mercersburg Academy, USA Abstract. Julia Caesar and Augustus Caesar are two of the most important figures on the Roman history: one ended the old Roman Republic, the other started the Roman Empire. During their lifetime, the Rome complete the dramatic shift from a republic to an empire. The Gallic War and the Aeneid, two of the most influential Latin literatures, were also composed around that time period. Both were composed partially, if not wholly, as politically propagandas. For Caesar, integrating multiple idealism and glorifying his personal figure in the Gallic war paves his road to take over the government. For Augustus, deifying the emperor’s family and legitimating his power stabilizes his rule. The study will be mainly discussion how different types of writing techniques were used in those two works and how they could influence politics at the time, the core of Roman value revealed by those two works will also be discussed. Keywords: Latin literatures, politics, Roman spirit, republic to empire, status, influence 1. Introduction 1.1 Origin Latin is a language spoken mainly by the Roman people in the Mediterranean area.[1] It is believed that its origin may be traced back to the seventh century B.C when the city of Rome was found, and it flourished as the official language of Rome while the Romans were conquering the Mediterranean world.
[Show full text]
The Reception of Classical Latin Literature in Early Modern Philosophy: the Case of Ovid and Spinoza
AS ORIGENS DO PENSAMENTO OCIDENTAL THE ORIGINS OF WESTERN THOUGHT ARTIGO I ARTICLE The Reception of Classical Latin Literature in Early Modern Philosophy: the case of Ovid and Spinoza Nastassja Pugliese i http://orcid.org/0000-0002-1961-3873 [email protected] i Universidade Federal do Rio de Janeiro – Rio de Janeiro – RJ – Brasil PUGLIESE, N. (2019). The Reception of Classical Latin Literature in Early Modern Philosophy: the case of Ovid and Spinoza. Archai 25, e02502. Abstract: Although the works of the authors of the Golden Age of Latin Literature play an important formative role for Early Modern philosophers, their influence in Early Modern thought is, nowadays, rarely studied. Trying to bring this topic to light once again and https://doi.org/10.14195/1984-249X_25_2 [1] 2 Archai, n. 25, Brasília, 2019, e02502. following the seminal works of Kajanto (1979), Proietti (1985) and Akkerman (1985), I will target Spinoza’s Latin sources in order to analyze their place in his philosophy. On those grounds, I will offer an overview of the problems of the reception of classical literature in Early Modernity and then dwell on the particular case of Ovid and Spinoza. The present paper will argue that although Spinoza’s references to Ovid fill a rhetorical purpose as suggested by the existing literature, these mentions have a prior philosophical motivation. That is, the references in the Ethics are not merely illustrative; instead, they indicate that Spinoza acknowledges Ovid’s beliefs about human experiences and deliberately elaborates on Ovid’s view to construct and defend his own theses. To this end, the paper will analyze some citations mapped by Proietti (1985) and add a new one in an attempt to enlarge the list of places and topics that merit further investigation.
[Show full text]
Cicero's Style
MNS-245-albrecht.qxd 03/04/2003 12:13 Page i CICERO’S STYLE MNS-245-albrecht.qxd 03/04/2003 12:13 Page ii MNEMOSYNE BIBLIOTHECA CLASSICA BATAVA COLLEGERUNT H. PINKSTER • H. S. VERSNEL D.M. SCHENKEVELD • P. H. SCHRIJVERS S.R. SLINGS BIBLIOTHECAE FASCICULOS EDENDOS CURAVIT H. PINKSTER, KLASSIEK SEMINARIUM, OUDE TURFMARKT 129, AMSTERDAM SUPPLEMENTUM DUCENTESIMUM QUADRAGESIMUM QUINTUM MICHAEL VON ALBRECHT CICERO’S STYLE MNS-245-albrecht.qxd 03/04/2003 12:13 Page iii CICERO’S STYLE A SYNOPSIS FOLLOWED BY SELECTED ANALYTIC STUDIES BY MICHAEL VON ALBRECHT BRILL LEIDEN • BOSTON 2003 MNS-245-albrecht.qxd 03/04/2003 12:13 Page iv This book is printed on acid-free paper. Library of Congress Cataloging-in-Publication Data Albrecht, Michael von. Cicero’s Style: a synopsis / by Michael von Albrecht. p. cm. – (Mnemosyne, bibliotheca classica Batava. Supplementum ; 245) Includes bibliographical references (p. ) and index. ISBN 90-04-12961-8 1. Cicero, Marcus Tullius–Literary style. 2. Speeches, addresses, etc., Latin–History and criticism. 3. Latin language–Style. 4. Rhetoric, Ancient. 5. Oratory, Ancient. I. Title. II. Series. PA6357.A54 2003 875’.01–dc21 2003045375 ISSN 0169-8958 ISBN 90 04 12961 8 © Copyright 2003 by Koninklijke Brill NV, Leiden, The Netherlands All rights reserved. No part of this publication may be reproduced, translated, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher. Authorization to photocopy items for internal or personal use is granted by Brill provided that the appropriate fees are paid directly to The Copyright Clearance Center, 222 Rosewood Drive, Suite 910 Danvers, MA 01923, USA.
[Show full text]
Introduction to the Anthology
INTRODUCTION WHAT IS NEO-LATIN LITERATURE? In successive lexical and grammatical guises, Latin continues to be central to European law, politics, philosophy, science, and literature from the time of the collapse of the Roman Empire to the later nineteenth century. [. .] It is scarcely possible to interpret coherently the rhetoric of European literatures, the key notions of sublimity, of satire, of laughter which they embody and articulate without a just awareness of the Latin ‘implication’, of the unbroken, often almost subconscious negotiations of intimacy or of distance between the author in the vulgate and the Latin mould. George Steiner, ‘What is comparative literature?’ (Comparative Criticism, 18, 1996) This anthology defines ‘neo-Latin’ as post-classical, post-medieval Latin, on the understanding that ‘classical’ Latin was written between the first century BCE and the fifth century CE, and that ‘medieval Latin’ refers to the period between c. 500 and c. 1400 CE. During the period covered here, from the fifteenth until well into the twentieth century, across the time-span that Steiner outlines, the status and use of Latin changed considerably. In her influential history of the Latin language, Françoise Waquet addresses the question of Latin’s shifting cultural significance; she asks how its value might be assessed, and explores whether the use of Latin – which she terms the ‘Latin question’ – has rested solely on its educational and rhetorical purposes; or whether the language reflected more strongly the period in which it was produced,
[Show full text]