Victimizing the Barberini Faun
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Ancient Greece and Rome
Spartan soldier HISTORY AND GEOGRAPHY Ancient Greece and Rome Reader Amphora Alexander the Great Julius Caesar Caesar Augustus THIS BOOK IS THE PROPERTY OF: STATE Book No. PROVINCE Enter information COUNTY in spaces to the left as PARISH instructed. SCHOOL DISTRICT OTHER CONDITION Year ISSUED TO Used ISSUED RETURNED PUPILS to whom this textbook is issued must not write on any page or mark any part of it in any way, consumable textbooks excepted. 1. Teachers should see that the pupil’s name is clearly written in ink in the spaces above in every book issued. 2. The following terms should be used in recording the condition of the book: New; Good; Fair; Poor; Bad. Ancient Greece and Rome Reader Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. -
Naming the Extrasolar Planets
Naming the extrasolar planets W. Lyra Max Planck Institute for Astronomy, K¨onigstuhl 17, 69177, Heidelberg, Germany [email protected] Abstract and OGLE-TR-182 b, which does not help educators convey the message that these planets are quite similar to Jupiter. Extrasolar planets are not named and are referred to only In stark contrast, the sentence“planet Apollo is a gas giant by their assigned scientific designation. The reason given like Jupiter” is heavily - yet invisibly - coated with Coper- by the IAU to not name the planets is that it is consid- nicanism. ered impractical as planets are expected to be common. I One reason given by the IAU for not considering naming advance some reasons as to why this logic is flawed, and sug- the extrasolar planets is that it is a task deemed impractical. gest names for the 403 extrasolar planet candidates known One source is quoted as having said “if planets are found to as of Oct 2009. The names follow a scheme of association occur very frequently in the Universe, a system of individual with the constellation that the host star pertains to, and names for planets might well rapidly be found equally im- therefore are mostly drawn from Roman-Greek mythology. practicable as it is for stars, as planet discoveries progress.” Other mythologies may also be used given that a suitable 1. This leads to a second argument. It is indeed impractical association is established. to name all stars. But some stars are named nonetheless. In fact, all other classes of astronomical bodies are named. -
Faunus and the Fauns in Latin Literature of the Republic and Early Empire
University of Adelaide Discipline of Classics Faculty of Arts Faunus and the Fauns in Latin Literature of the Republic and Early Empire Tammy DI-Giusto BA (Hons), Grad Dip Ed, Grad Cert Ed Submitted in fulfilment of the requirements for the degree of Master of Philosophy October 2015 Table of Contents Abstract ................................................................................................................... 4 Thesis Declaration ................................................................................................... 5 Acknowledgements ................................................................................................. 6 Introduction ............................................................................................................. 7 Context and introductory background ................................................................. 7 Significance ......................................................................................................... 8 Theoretical framework and methods ................................................................... 9 Research questions ............................................................................................. 11 Aims ................................................................................................................... 11 Literature review ................................................................................................ 11 Outline of chapters ............................................................................................ -
Archaeology and Classics
CHICAGO, ILLINOIS JANUARY 2 – 5, 2014 WELCOME TO CHICAGO! Dear AIA Members and Colleagues, Welcome to Chicago for the 115th Annual Meeting of the Archaeological Institute of America. This year’s meeting combines an exciting program presenting cutting-edge research with the unique opportunity to socialize, network, and relax with thousands of your peers from the US, Canada, and more than 30 foreign countries. Appropriately for an urban venue settled in the 19th century by ethnic Europeans, this year’s meeting will feature several sessions on East European archaeology. And sessions devoted to heritage and preservation and digital methodologies in archaeology touch upon increasingly central concerns in the discipline. Back by popular demand are the undergraduate paper session and the Lightning Session. We are indebted to Trustee Michael L. Galaty and the Program for the Annual Meeting Committee that he chairs for fashioning such a stimulating program. Table of Contents Some of the other highlights of this year’s meeting include: General Information ......4-5 Opening Night Lecture and Reception (Thursday, 6:00–9:00 pm) Program-at-a-Glance 10-11 We kick off the meeting with a public lecture by Dr. Garrett Fagan, Professor of Ancient History at Penn State University. In “How to Stage a Bloodbath: Theatricality and Artificiality at the Roman Arena” Fagan explores Exhibitors .................. 12-13 the theatrical aspects of Roman arena games – the stage sets, equipment of the fighters, etc–that created an artificial landscape in which the violence of the spectacle was staged. Fagan will also consider what these Thursday, January 2 features tell us about Roman attitudes toward the violence of the games, and how spectators reacted to them Day-at-a-Glance ..........14 psychologically (Thursday, 6 pm). -
Early Peoples Activity Sheet: Ancient Romans
Early Peoples Activity Sheet: Ancient Romans 1. Physical features and background a) What is the name of the river than runs through the city of Rome? The Tiber River. b) When was the city of Rome founded? Legend says that the city was founded in 753 B.C. although evidence uncovered by archaeologists suggests that the city emerged around 600 B.C. c) Read the section on The Founding of Rome on page 5. Look at the bronze sculpture beneath it. Explain what the sculpture is depicting? The sculpture depicts the she-wolf who cared for the abandoned twins, Romulus and Remus, until they were rescued by a shepherd who brought them up as his own children. d) Looking at the dates the sculpture is thought to be made. Is this a primary or secondary source? Secondary. e) According to the legend of the founding of Rome, where does Rome get its name from? The founder of the city, Romulus. f) Look at the Timeline of Rome, also on page 5. When was the Roman Empire at its greatest size? Under the Emperor Trajan between A.D. 98-117. g) Name the several groups of people living on the Italian peninsula during the first millennium B.C.? To the East were the Sabines, to the South were the Samnites. The ancient Greeks had colonies along the coast of Southern Italy and in Sicily. People from Carthage had settled in northwest Sicily. To the north of the Italian peninsula were the Etruscans. h) Describe the landscape that early Rome was built on? Rome was founded on seven hills. -
A Satyr for Midas: the Barberini Faun and Hellenistic Royal Patronage Author(S): Jean Sorabella Reviewed Work(S): Source: Classical Antiquity, Vol
A Satyr for Midas: The Barberini Faun and Hellenistic Royal Patronage Author(s): Jean Sorabella Reviewed work(s): Source: Classical Antiquity, Vol. 26, No. 2 (October 2007), pp. 219-248 Published by: University of California Press Stable URL: http://www.jstor.org/stable/10.1525/ca.2007.26.2.219 . Accessed: 08/02/2012 16:15 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Classical Antiquity. http://www.jstor.org JEAN SORABELLA A Satyr for Midas: The Barberini Faun and Hellenistic Royal Patronage The canonical statue known as the Barberini Faun is roundly viewed as a mysterious anomaly. The challenge to interpret it is intensiWed not only by uncertainties about its date and origin but also by the persistent idea that it represents a generic satyr. This paper tackles this assumption and identiWes the statue with the satyr that King Midas captured in the well-known myth. Iconographic analysis of the statue’s pose supports this view. In particular, the arm bent above the head, the twist of the torso, and the splay of the legs are paralleled in many well-understood Wgures and furnish keys to interpreting the Barberini Faun as an extraordinary sleeping beast, intoxicated and Wt for capture. -
Beauty in Ancient Greek Art: an Introduction
BEAUTY IN ANCIENT GREEK ART: AN INTRODUCTION Translate each term/expression about body, sculpture, ancient greek clothing. forearm / upper arm: ………………………………. (large scale / life-size) sculpture: ………………………………. palm: ………………………………. sculpture carved in the round: ………………………………. hairstyle: ………………………………. statue (equestrian / votive): ………………………………. braid: ………………………………. half-length / full-length portrait/figure: ……………………… fingers: ………………………………. …………………………………………………………………………………….. wrist: ………………………………. relief (bas-relief / high-relief): ………………………………. bosom: ………………………………. stele): ………………………………. bosom / chest: ………………………………. neck: ………………………………. marble: ………………………………. lips: ………………………………. bronze: ………………………………. cheekbones: ………………………………. gold: ………………………………. eyelids: ………………………………. silver: ………………………………. eyelashes: ………………………………. wood: ………………………………. chin: ………………………………. plaster: ………………………………. back: ………………………………. clay: ………………………………. shoulders: ………………………………. stone (dressed stone): ………………………………. womb / abdomen: ………………………………. terracotta: ………………………………. navel: ………………………………. wax: ………………………………. leg: ………………………………. foot: ………………………………. to sculpt / carve: ………………………………. ankle: ………………………………. to woodcarve: ………………………………. navel: ………………………………. to rough-hew: ………………………………. knee: ………………………………. to polish/to smooth: ………………………………. sculptor: ………………………………. carver: ………………………………. sandals: ………………………………. peplos / peplum: ………………………………. cloak / hymation: ………………………………. tunic / chiton: ………………………………. patch: ………………………………. linen: ………………………………. wool: ………………………………. to be wrapped in: ………………………………. to -
Dionysiac Imagery in Archaic Etruria Dimitris Paleothodoros University of Thessaly
Etruscan Studies Journal of the Etruscan Foundation Volume 10 Article 15 2007 Dionysiac Imagery in Archaic Etruria Dimitris Paleothodoros University of Thessaly Follow this and additional works at: https://scholarworks.umass.edu/etruscan_studies Recommended Citation Paleothodoros, Dimitris (2007) "Dionysiac Imagery in Archaic Etruria," Etruscan Studies: Vol. 10 , Article 15. Available at: https://scholarworks.umass.edu/etruscan_studies/vol10/iss1/15 This Article is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Etruscan Studies by an authorized editor of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Dionysiac Imagery in Archaic Etruria by Dimitris Paleothodoros he emergence of Etruscan Dionysiac iconography was made possibLe by the adop - tion and imitation of prototypes found on imported Attic vases 1. The first TDionysiac images produced by Etruscan craftsmen date to 550 BC and are found on bLacK-figured vases by the Paris Painter, and the painters of the Ivy-Leaf and the La ToLfa Groups. Between the mid 6th and mid 5th centuries BC, Etruscan artists decorate aLmost 170 bLacK-figured and added-red vases with Dionysiac images, 13% of the totaL pro - duction of figured vases. 2 This group of images, suppLemented by other pieces of evidence, such as mirror engravings and bronze statuettes, forms the basis of the present study, which is the preLiminary report of a thorough investigation of Dionysus in archaic Etruria. In the recent past, schoLars have deveLoped the concept of “Dionysism without Dionysus,” to account for the paradox of the scarcity of Dionysus’ images in archaic Etruria, in contrast to the great popuLarity of images of his foLLowers, i.e. -
Myth Unit 10 Page Draft
Origin and Foundation Myths of Rome as presented in Vergil, Ovid and Livy Mary Ann T. Natunewicz INTRODUCTION This unit is part of a two-semester course in a third or fourth-year Latin curriculum. Ideally, Vergil should be the author read at the fourth year level. However, because the Cicero and Vergil are offered alternate years, some students will be less advanced. Students enter the course after a second year program that included selections from Caesar’s Gallic War and Ovid’s Metamorphoses. Students who enter after three years of Latin will have read several complete Ciceronian orations and selections from Latin poets such as Catullus, Ovid, and some Horace. The fourth year includes the reading of the Aeneid, Books I and IV in toto, and selections from Books II, VI and VIII. The remaining books are read in English translation. The school is on the accelerated block system. Each class meets every day for ninety minutes. This particular unit will be used in several sections of the course, but most of it will be used in the second semester. I plan to rewrite into simplified Latin prose selections from each author. These adaptations could then be read by first or second year students. This unit has been written specifically for Latin language courses. However, by reading the suggested translations, the information and the unit could be adapted for literature or history courses that include material that deals with the ancient Mediterranean world. DISCUSSION OF THE UNIT The culmination of a high school Latin course is the reading of large sections of Vergil’s epic poem, the Aeneid, which is the story of Aeneas’ struggles to escape Troy and to found the early settlement which is the precursor to Rome. -
Naked and Unashamed: a Study of the Aphrodite
Naked and Unashamed: A Study of the Aphrodite Anadyomene in the Greco-Roman World by Marianne Eileen Wardle Department of Art, Art History and Visual Studies Duke University Date:_______________________ Approved: ___________________________ Sheila Dillon, Supervisor ___________________________ Mary T. Boatwright ___________________________ Caroline A. Bruzelius ___________________________ Richard J. Powell ___________________________ Kristine Stiles Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosopy in the Department of Art, Art History and Visual Studies in the Graduate School of Duke University 2010 ABSTRACT Naked and Unashamed: A Study of the Aphrodite Anadyomene in the Greco-Roman World by Marianne Eileen Wardle Department of Art, Art History and Visual Studies Duke University Date:_______________________ Approved: ___________________________ Sheila Dillon, Supervisor ___________________________ Mary T. Boatwright ___________________________ Caroline A. Bruzelius ___________________________ Richard J. Powell ___________________________ Kristine Stiles An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosopy in the Department of Art, Art History and Visual Studies in the Graduate School of Duke University 2010 Copyright by Marianne Eileen Wardle 2010 Abstract This dissertation presents a study of the Aphrodite Anadyomene type in its cultural and physical contexts. Like many other naked Aphrodites, the Anadyomene was not posed to conceal the body, but with arms raised, naked and unashamed, exposing the goddess’ body to the gaze. Depictions of the Aphrodite Anadyomene present the female body as an object to be desired. The Anadyomene offers none of the complicated games of peek-a- boo which pudica Venuses play by shielding their bodies from view. Instead, the goddess offers her body to the viewer’s gaze and there is no doubt that we, as viewers, are meant to look, and that our looking should produce desire. -
Dionysiac Art and Pastoral Escapism
Alpenglow: Binghamton University Undergraduate Journal of Research and Creative Activity Volume 6 Number 1 (2020) Article 4 12-1-2020 Dionysiac Art and Pastoral Escapism Casey Roth Binghamton University, [email protected] Follow this and additional works at: https://orb.binghamton.edu/alpenglowjournal Recommended Citation Roth, C. (2020). Dionysiac Art and Pastoral Escapism. Alpenglow: Binghamton University Undergraduate Journal of Research and Creative Activity, 6(1). Retrieved from https://orb.binghamton.edu/ alpenglowjournal/vol6/iss1/4 This Academic Paper is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in Alpenglow: Binghamton University Undergraduate Journal of Research and Creative Activity by an authorized editor of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. Casey Roth Dionysiac Art and Pastoral Escapism The pastoral lifestyle was appealing to many people in the Hellenistic and Roman world, as it provided an escape from the stresses of the city.1 This longing to flee the materialistic urban centers was reflected in art and literature, in which Dionysiac figures, such as satyrs or even herdsmen, were represented and described in this idealized environment and provided viewers with a sense of being carefree. Dionysiac elements in art and literature represented this escape from the chaotic city, overcoming boundaries to allow one to welcome a utopia.2 Not only were boundaries overcome in both a worldly and geographic sense, but also identity was challenged. As a result of escaping the city through pastoralism, one could abandon their identity as a civilian for an existence defined by pastoral bliss.3 Pastoralism was associated with an idyllic landscape and can act as an escape from reality. -
Classical Myth-Rom Bklt.Qxd
CLASSICAL MYTHOLOGY : THE ROMANS COURSE GUIDE Professor Peter W. Meineck NEW YORK UNIVERSITY Classical Mythology: The Romans Professor Peter Meineck New York University Recorded Books ™ is a trademark of Recorded Books, LLC. All rights reserved. Classical Mythology: The Romans Professor Peter Meineck Executive Producer John J. Alexander Executive Editor Donna F. Carnahan RECORDING Producer - David Markowitz Director - Matthew Cavnar COURSE GUIDE Editor - James Gallagher Design - Edward White Lecture content ©2005 by Peter Meineck Course guide ©2005 by Recorded Books, LLC 72005 by Recorded Books, LLC Cover image: Statue of Jupiter, Rome © Clipart.com #UT066 ISBN: 978-1-4193-4990-4 All beliefs and opinions expressed in this audio/video program and accompanying course guide are those of the author and not of Recorded Books, LLC, or its employees. Course Syllabus Classical Mythology: The Romans About Your Professor ................................................................................................... 4 Introduction ................................................................................................................... 5 Lecture 1 Mythological Rome ................................................................................ 6 Lecture 2 The Making of Myth: How the Romans Recorded Their Mythology ................................................................................... 11 Lecture 3 Greek Myths and the Romans: Cacus, Hercules, and the Greeks in Italy ...............................................................................