Dear Mythologists,
A friendly reminder that the final version of your semester project is due on Thursday, December 19, at noon. Email it to me as a PDF, and make sure to follow both the general formatting requirements as well as any specific instructions for this milestone — see our Project webpage for the details.
Thank you for a robust and super-charged semester.
DC
Thursday, December 5, 2019
Assignment for Wednesday, 12.11.19
Dear Mythologists,
For Wednesday, December 11, please do the following:
(1) Watch — via streaming service, reserved DVD, or your own copy — The Avengers: Endgame (2019), the fourth and final film in our superhero team-up series. As before, take notes on anything that strikes you as resonating with Greco-Roman myth, especially on the What? Why? and How? spectrum of ideas. Your notes will form the basis for our discussion of the film in class.
(2) The following students must recommend 3–5 minute sequences from Infinity War for close review in class: Schmahmann, Slesh, Wasser. Please
DC
For Wednesday, December 11, please do the following:
(1) Watch — via streaming service, reserved DVD, or your own copy — The Avengers: Endgame (2019), the fourth and final film in our superhero team-up series. As before, take notes on anything that strikes you as resonating with Greco-Roman myth, especially on the What? Why? and How? spectrum of ideas. Your notes will form the basis for our discussion of the film in class.
(2) The following students must recommend 3–5 minute sequences from Infinity War for close review in class: Schmahmann, Slesh, Wasser. Please
- briefly describe the sequence;
- give approximate starting and ending times (hh:mm); and
- explain why reviewing this sequence is worth our time as it pertains to a mythical considerations of the MCU.
DC
Class on Friday, 12.06.19
Dear Mythologists,
On Friday, December 6, we'll continue our discussion of The Avengers: Infinity War (2018), the third film in our superhero team-up series. No outside reading for today. Use the time to organize your semester project rough drafts.
If you haven;t yet signed up for a rough draft meeting with me next week, please do so here.
DC
On Friday, December 6, we'll continue our discussion of The Avengers: Infinity War (2018), the third film in our superhero team-up series. No outside reading for today. Use the time to organize your semester project rough drafts.
If you haven;t yet signed up for a rough draft meeting with me next week, please do so here.
DC
Wednesday, November 27, 2019
Assignment for Wednesday, 12.04.19
Dear Mythologists,
For Wednesday, December 4 (!!!), please do the following:
(1) Watch — via streaming service, reserved DVD, or your own copy — The Avengers: Infinity War (2018), the third film in our superhero team-up series. As before, take notes on anything that strikes you as resonating with Greco-Roman myth, especially on the What? Why? and How? spectrum of ideas. Your notes will form the basis for our discussion of the film in class.
(2) Read "Only Transform: The Monstrous Bodies of Superheroes," by Michael Kobre, a.k.a. chapter 9 of the edited volume Superhero Bodies (2018); this reading was distributed last class. As I noted then, this article pertains to comics, but we can use it as a basis for discussing the MCU. Take notes on interesting comments and insights, and be sure to bring your copy to class.
(3) The following students must recommend 3–5 minute sequences from Infinity War for close review in class: McNamara, Nelson, Peralta, Ratsimbazafy, Sajed. Please
DC
For Wednesday, December 4 (!!!), please do the following:
(1) Watch — via streaming service, reserved DVD, or your own copy — The Avengers: Infinity War (2018), the third film in our superhero team-up series. As before, take notes on anything that strikes you as resonating with Greco-Roman myth, especially on the What? Why? and How? spectrum of ideas. Your notes will form the basis for our discussion of the film in class.
(2) Read "Only Transform: The Monstrous Bodies of Superheroes," by Michael Kobre, a.k.a. chapter 9 of the edited volume Superhero Bodies (2018); this reading was distributed last class. As I noted then, this article pertains to comics, but we can use it as a basis for discussing the MCU. Take notes on interesting comments and insights, and be sure to bring your copy to class.
(3) The following students must recommend 3–5 minute sequences from Infinity War for close review in class: McNamara, Nelson, Peralta, Ratsimbazafy, Sajed. Please
- briefly describe the sequence;
- give approximate starting and ending times (hh:mm); and
- explain why reviewing this sequence is worth our time as it pertains to a mythical considerations of the MCU.
DC
Monday, November 18, 2019
Assignment for Friday, 11.22.16
Dear Mythologists,
As we continue our discussion of The Avengers: Age of Ultron (2015), please read the following:
DC
As we continue our discussion of The Avengers: Age of Ultron (2015), please read the following:
- McSweeney, Terence. "'Isn't that why we fight? So we can get up and go home?': The Enduring American Monomyth in Avengers: Age of Ultron." In Avengers Assemble! Critical Perspectives on the Marvel Cinematic Universe, 186–204.
DC
Assignment for Wednesday, 11.20.19
Dear Mythologists,
For Wednesday, November 20, please do the following:
(1) Watch — via streaming service, reserved DVD, or your own copy — The Avengers: Age of Ultron (2015), the second film in our superhero team-up series. As you watch, take notes on anything that strikes you as resonating with Greco-Roman myth, especially on the What? Why? and How? spectrum of ideas. Your notes will form the basis for our discussion of the film in class.
(2) Print out and read "Myth," chapter 2 of Blair Davis' Comic Book Movies (2018), which is part of the Rutgers Quick Takes series on films and popular culture. Take notes on interesting comments and insights, and be sure to bring your print-out to class.
(3) The following students must use the blog comments feature to recommend 3–5 minute sequences from Age of Ultron for close review in class: Hoffman, Kelly, Lin, Lising. In your comments, please
DC
For Wednesday, November 20, please do the following:
(1) Watch — via streaming service, reserved DVD, or your own copy — The Avengers: Age of Ultron (2015), the second film in our superhero team-up series. As you watch, take notes on anything that strikes you as resonating with Greco-Roman myth, especially on the What? Why? and How? spectrum of ideas. Your notes will form the basis for our discussion of the film in class.
(2) Print out and read "Myth," chapter 2 of Blair Davis' Comic Book Movies (2018), which is part of the Rutgers Quick Takes series on films and popular culture. Take notes on interesting comments and insights, and be sure to bring your print-out to class.
(3) The following students must use the blog comments feature to recommend 3–5 minute sequences from Age of Ultron for close review in class: Hoffman, Kelly, Lin, Lising. In your comments, please
- briefly describe the sequence;
- give approximate starting and ending times (hh:mm); and
- explain why reviewing this sequence is worth our time as it pertains to a mythical considerations of the MCU.
DC
Tuesday, November 12, 2019
Class on Friday, 11.15.19
Dear Mythologists,
On Friday you'll gather to discuss academic integrity with your Peer Mentor. As before, attendance is mandatory, and the lack of a formal assignment ought to give you time to perfect Annotated Bibliography 2, which is due on Saturday.
See you next Wednesday,
DC
On Friday you'll gather to discuss academic integrity with your Peer Mentor. As before, attendance is mandatory, and the lack of a formal assignment ought to give you time to perfect Annotated Bibliography 2, which is due on Saturday.
See you next Wednesday,
DC
Class on Wednesday, 11.13.19
Dear Mythologists,
On Wednesday, November 13, you'll be in the capable hands of our Peer Mentor, and you'll have a presentation from Skidmore's Career Development Center, or CDC for short, that will introduce you to the services that office provides. Unfortunately, students access these services far too late in their Skidmore careers. I want you to be ahead of the curve.
While there's no formal assignment, you should be well on your way to completing Annotated Bibliography 2, whether by making edits to the first biblio, adding new sources, or both.
I know you know this, but attendance at tomorrow's class is mandatory. Further instructions from our Peer Mentor have been sent to you, so please follow them to the letter.
DC
On Wednesday, November 13, you'll be in the capable hands of our Peer Mentor, and you'll have a presentation from Skidmore's Career Development Center, or CDC for short, that will introduce you to the services that office provides. Unfortunately, students access these services far too late in their Skidmore careers. I want you to be ahead of the curve.
While there's no formal assignment, you should be well on your way to completing Annotated Bibliography 2, whether by making edits to the first biblio, adding new sources, or both.
I know you know this, but attendance at tomorrow's class is mandatory. Further instructions from our Peer Mentor have been sent to you, so please follow them to the letter.
DC
Thursday, October 31, 2019
Assignment for Friday, 11.08.19
Dear Mythologists,
As we continue our discussion of The Avengers (2012), please read the following in our Assembling the Marvel Cinematic Universe textbook:
DC
As we continue our discussion of The Avengers (2012), please read the following in our Assembling the Marvel Cinematic Universe textbook:
- Sweet, Derek R. "America Assemble: The Avengers as Therapeutic Public Memory" (pp. 64–75); and
- Mullen, Antony. "Bodies That Shatter: Violence and Spectacle in The Avengers" (pp. 141–48).
DC
Assignment for Wednesday, 11.06.19
Dear Mythologists,
For Wednesday, November 6, please do the following:
(1) Watch — via streaming service, reserved DVD, or your own copy — The Avengers (2012), the first film in our superhero team-up series (though hardly the first MCU film). As you watch, take notes on anything that strikes you as resonating with Greco-Roman myth, especially on the What? Why? and How? spectrum of ideas. Your notes will form the basis for our discussion of the film in class.
(2) Read Liam Burke's "'A Bigger Universe': Marvel Studios and Transmedia Storytelling," AKA chapter 2 of our Assembling the Marvel Cinematic Universe textbook (pp. 32–51). Take notes on interesting comments and insights, and be sure to bring the book to class.
(3) The following students must use the blog comments feature to recommend 3–5 minute sequences from The Avengers for close review in class: Cohen, Darby, Fitzhugh, Forte, Franzel. In your comments, please
DC
For Wednesday, November 6, please do the following:
(1) Watch — via streaming service, reserved DVD, or your own copy — The Avengers (2012), the first film in our superhero team-up series (though hardly the first MCU film). As you watch, take notes on anything that strikes you as resonating with Greco-Roman myth, especially on the What? Why? and How? spectrum of ideas. Your notes will form the basis for our discussion of the film in class.
(2) Read Liam Burke's "'A Bigger Universe': Marvel Studios and Transmedia Storytelling," AKA chapter 2 of our Assembling the Marvel Cinematic Universe textbook (pp. 32–51). Take notes on interesting comments and insights, and be sure to bring the book to class.
(3) The following students must use the blog comments feature to recommend 3–5 minute sequences from The Avengers for close review in class: Cohen, Darby, Fitzhugh, Forte, Franzel. In your comments, please
- briefly describe the sequence;
- give approximate starting and ending times (hh:mm); and
- explain why reviewing this sequence is worth our time as it pertains to a mythical considerations of the MCU.
DC
Assignment for Friday, 11.01.19
Dear Mythologists,
On Friday, November 1, we'll continue our transition to the Marvel Cinematic Universe by considering, among other things, the origins of so-called comic book movies.
Please do the following:
(1) Read "Genre," chapter 1 of Blair Davis' Comic Book Movies (2018), which is part of the Rutgers Quick Takes series on films and popular culture. It's a breezy introduction to the vast terrain in which comic book movies exist.
Please print out the chapter and bring it to class (no laptops). As you peruse it, note which aspects of Davis' discussion do, and do not, apply to the MCU.
DC
On Friday, November 1, we'll continue our transition to the Marvel Cinematic Universe by considering, among other things, the origins of so-called comic book movies.
Please do the following:
(1) Read "Genre," chapter 1 of Blair Davis' Comic Book Movies (2018), which is part of the Rutgers Quick Takes series on films and popular culture. It's a breezy introduction to the vast terrain in which comic book movies exist.
Please print out the chapter and bring it to class (no laptops). As you peruse it, note which aspects of Davis' discussion do, and do not, apply to the MCU.
DC
Tuesday, October 29, 2019
Class on Wednesday, 10.30.19
Dear Mythologists,
On Wednesday, October 30, we'll embark upon the second unit of our seminar, namely: viewing the Marvel Cinematic Universe from the perspective of Greco-Roman myth. We'll discuss the specific goals of upcoming courses, as well as some new formats necessary to see them through.
As such, there's no assignment for this class, but you should devote the time to continuing to work on the next milestone of our project, Annotated Bibliography I.
DC
On Wednesday, October 30, we'll embark upon the second unit of our seminar, namely: viewing the Marvel Cinematic Universe from the perspective of Greco-Roman myth. We'll discuss the specific goals of upcoming courses, as well as some new formats necessary to see them through.
As such, there's no assignment for this class, but you should devote the time to continuing to work on the next milestone of our project, Annotated Bibliography I.
DC
Wednesday, October 16, 2019
(No) Class on Friday, 10.25.19
Dear Mythologists,
A friendly reminder that no classes are held on Friday, September 25, which is set aside as an all-College study day. We will already have had our midterm, but you should use the time to study for other upcoming exams — or to get a jump on the second milestone of our semester project, annotated bibliography 1.
DC
A friendly reminder that no classes are held on Friday, September 25, which is set aside as an all-College study day. We will already have had our midterm, but you should use the time to study for other upcoming exams — or to get a jump on the second milestone of our semester project, annotated bibliography 1.
DC
Midterm Exam on Wednesday, 10.23.19
Dear Mythologists,
Our midterm exam will be held in class on Wednesday, October 23. We've discussed the format previously: those guidelines are archived on the Syllabus page of our website (and are also available here).
Good luck, and let the instruction team know if you have any questions.
DC
Our midterm exam will be held in class on Wednesday, October 23. We've discussed the format previously: those guidelines are archived on the Syllabus page of our website (and are also available here).
Good luck, and let the instruction team know if you have any questions.
DC
Project Proposal on Saturday, 10.19.19
Dear Mythologists,
As discussed in class, the first milestone of the semester project — the project proposal — is due by 11:00 p.m. on Saturday, October 19.
The requirements for format and content are available on the Project page of our website. Please follow them scrupulously. Above all, remember to email your proposal as a PDF.
Please let me know if you have questions, and take advantage of your Peer Mentor's generous offer to discuss potential topics with you.
DC
As discussed in class, the first milestone of the semester project — the project proposal — is due by 11:00 p.m. on Saturday, October 19.
The requirements for format and content are available on the Project page of our website. Please follow them scrupulously. Above all, remember to email your proposal as a PDF.
Please let me know if you have questions, and take advantage of your Peer Mentor's generous offer to discuss potential topics with you.
DC
Assignment for Friday, 10.18.19
Dear Mythologists,
On Friday, October 18, we end our first full unit and conclude our reading of the Argonautica of Apollonius (a.k.a. Jason and the Golden Fleece).
Please do the following:
(1) Read Argonautica books 3 and 4. We'll pay particular attention to the role of Medea in these books and to the ways in which she is, and is not, an epic hero.
(2) Continue to take notes on anything that seems relevant as you read, and bring these notes to class. We will continue the group discussion exercise we began last class.
Please let me know if you have questions.
DC
On Friday, October 18, we end our first full unit and conclude our reading of the Argonautica of Apollonius (a.k.a. Jason and the Golden Fleece).
Please do the following:
(1) Read Argonautica books 3 and 4. We'll pay particular attention to the role of Medea in these books and to the ways in which she is, and is not, an epic hero.
(2) Continue to take notes on anything that seems relevant as you read, and bring these notes to class. We will continue the group discussion exercise we began last class.
Please let me know if you have questions.
DC
Friday, October 4, 2019
Assignment for Wednesday, 10.16.19
Dear Mythologists,
On Wednesday, October 16, we start winding down our considerations of ancient myth with the Argonautica of Apollonius (a.k.a. Jason and the Golden Fleece). Written in a different era from the Iliad and the Odyssey (four centuries after) and in a different locale (the city of Alexandria in Egypt), the Argonautica will naturally provide a different take on heroes and heroism. The poem is also a prequel of sorts to the Iliad and Odyssey, and once again shows how poets will jockey for position within the larger world of Greek myth.
Please do the following:
(1) Read the Apollodorus handout on the Argonautic expedition, distributed October 4. As he has done previously, Apollodorus will provide us with a helpful overview of the entire myth and leave us free to savor the fuller version by Apollonius.
(2) Read Argonautica books 1 and 2. As we noted when exploring Iliad 1, the first book of any epic is crucial to understanding the aims and intentions of the author. Apollonius' book 1 is no exception.
(3) Finally, take some notes on anything that seems relevant as you read, and bring these notes to class. I AM GOING TO TURN THE BULK OF THE DISCUSSION OVER TO YOU, to see what you make of this poem. After reading Hesiod, Euripides, and Homer in terms of the "What? Why? and How?" of myth, you ought to be able to hold an extended conversation amongst each other about these features in Apollonius.
Please let me know if you have questions.
DC
On Wednesday, October 16, we start winding down our considerations of ancient myth with the Argonautica of Apollonius (a.k.a. Jason and the Golden Fleece). Written in a different era from the Iliad and the Odyssey (four centuries after) and in a different locale (the city of Alexandria in Egypt), the Argonautica will naturally provide a different take on heroes and heroism. The poem is also a prequel of sorts to the Iliad and Odyssey, and once again shows how poets will jockey for position within the larger world of Greek myth.
Please do the following:
(1) Read the Apollodorus handout on the Argonautic expedition, distributed October 4. As he has done previously, Apollodorus will provide us with a helpful overview of the entire myth and leave us free to savor the fuller version by Apollonius.
(2) Read Argonautica books 1 and 2. As we noted when exploring Iliad 1, the first book of any epic is crucial to understanding the aims and intentions of the author. Apollonius' book 1 is no exception.
(3) Finally, take some notes on anything that seems relevant as you read, and bring these notes to class. I AM GOING TO TURN THE BULK OF THE DISCUSSION OVER TO YOU, to see what you make of this poem. After reading Hesiod, Euripides, and Homer in terms of the "What? Why? and How?" of myth, you ought to be able to hold an extended conversation amongst each other about these features in Apollonius.
Please let me know if you have questions.
DC
Class on Friday, 10.11.19
Dear Mythologists,
On Friday, October 11, I will be away at a conference. Our Peer Mentor will be in charge of class (and taking attendance!), and she is developing a robust slate of topics you ought to know, including:
For convenience, class will probably be held in the Library itself. Watch for a message from our Peer Mentor telling you where to meet that day.
DC
On Friday, October 11, I will be away at a conference. Our Peer Mentor will be in charge of class (and taking attendance!), and she is developing a robust slate of topics you ought to know, including:
(1) Preparing for the semester project; and
(2) Planning your classes in the spring.The first hour of class will be spent on these and other issues. The second hour will be occupied with a learning game devised by the staff of Scribner Library, designed to get you used to the library's resources. (More information on this the day of.)
For convenience, class will probably be held in the Library itself. Watch for a message from our Peer Mentor telling you where to meet that day.
DC
(No) Class on Wednesday, 10.09.19
Dear Mythologists,
A friendly reminder that the College will not hold classes on Wednesday, October 9, in observance of Yom Kippur. Have an easy fast and Yom Tov, if you are observing the holiday. If you are interested in services at Skidmore, please contact our Peer Mentor.
Given that there're no outside assignments this week, I suggest you use the time you might otherwise spend preparing for class in preparing the first milestone of our semester project, due October 19.
DC
A friendly reminder that the College will not hold classes on Wednesday, October 9, in observance of Yom Kippur. Have an easy fast and Yom Tov, if you are observing the holiday. If you are interested in services at Skidmore, please contact our Peer Mentor.
Given that there're no outside assignments this week, I suggest you use the time you might otherwise spend preparing for class in preparing the first milestone of our semester project, due October 19.
DC
Friday, September 27, 2019
Field Trip on Saturday, 10.05.19
Dear Mythologists,
You have all received the handout on our excursion to the Metropolitan Museum of Art in New York, on Saturday, October 5. As you hopefully realize, this is an important trip, one that will (among other things) help us develop our visual literacy with regard to representations of myth.
The handout is very detailed, and there's no need to rehearse it in full here. Instead, I'll highlight two very important pieces of information.
DC
You have all received the handout on our excursion to the Metropolitan Museum of Art in New York, on Saturday, October 5. As you hopefully realize, this is an important trip, one that will (among other things) help us develop our visual literacy with regard to representations of myth.
The handout is very detailed, and there's no need to rehearse it in full here. Instead, I'll highlight two very important pieces of information.
(1) DEPARTURE TIMES. The bus will depart from the Case Center parking lot by 7:30 a.m., with boarding at 7:15. We will depart from outside the Met at 7:00 p.m., with boarding at 6:45.(2) AUDIO. Please remember your earbuds or headphones (old-school jack) to use with our audio equipment in the museum.
DC
Class on Friday, 10.04.19
Dear Mythologists,
As you know, I decided to give us one more day on the Iliad, so as not to rush our exploration of this poem,and to allow time for us to review scenes from the movie Troy (2004).
Hence, I've shunted the original post for this day (in which we were supposed to begin the Argonautica) to another day.
This post will now serve as a record of what we did in class today, with links to some of the documents distributed in class.
On Friday, October 4, we concluded our discussion of Homer's Iliad and watched some clips from Troy.
We also tested the Classics Audio Tour equipment and reviewed last-minute details for the field trip to the Met (October 5).
We began to consider the semester project, with emphasis on the first milestone, the Proposal (October 19).
We discussed the preview of the upcoming midterm exam (October 23).
DC
As you know, I decided to give us one more day on the Iliad, so as not to rush our exploration of this poem,and to allow time for us to review scenes from the movie Troy (2004).
Hence, I've shunted the original post for this day (in which we were supposed to begin the Argonautica) to another day.
This post will now serve as a record of what we did in class today, with links to some of the documents distributed in class.
* * * * *
On Friday, October 4, we concluded our discussion of Homer's Iliad and watched some clips from Troy.
We also tested the Classics Audio Tour equipment and reviewed last-minute details for the field trip to the Met (October 5).
We began to consider the semester project, with emphasis on the first milestone, the Proposal (October 19).
We discussed the preview of the upcoming midterm exam (October 23).
DC
Friday, September 20, 2019
Assignment for Wednesday, 10.02.19
Dear Mythologists,
On Wednesday, October 2, we will conclude our survey of heroism in Homer's Iliad. Please do the following:
(1) Read Iliad books 18, 19, 22, and 24.
(2) As you read, bear in mind the following questions:
On Wednesday, October 2, we will conclude our survey of heroism in Homer's Iliad. Please do the following:
(1) Read Iliad books 18, 19, 22, and 24.
(2) As you read, bear in mind the following questions:
- What is the point of book 18 and its elaborate description of Achilles' new shield?
- In book 19, Achilles and Agamemnon resolve their quarrel. Yet the poem continues for another five books. Why?
- Book 22 sees Achilles and Hector duelling at last. As duels go, are you entertained?
- How does book 24 bring resolution to the poem?
Assignment for Friday, 09.27.19
Dear Mythologists,
On Friday, September 27, we continue our exploration of heroism in Homer's Iliad. Please do the following:
(1) Read Iliad books 6, 9, 14, and 16.
(2) Bear in mind these questions as you read:
On Friday, September 27, we continue our exploration of heroism in Homer's Iliad. Please do the following:
(1) Read Iliad books 6, 9, 14, and 16.
(2) Bear in mind these questions as you read:
- How might you compare and contrast Trojan society with that of Greek society, based on your reading of book 6?
- In book 9, why does the argument between Achilles and Agamemnon continue?
- What does book 14 add to your appreciation of the Greek cosmos as we have defined it?
- How do the events of Book 16 have lasting consequences for the poem?
Assignment for Wednesday, 09.25.19
Dear Mythologists,
On Wednesday, September 25, we begin to explore heroism as articulated in the Iliad of Homer, our oldest surviving work of literature from the ancient world. As I noted in class, the story of the Trojan War is one of the largest clusters of Greek myth, and it would in theory require many works the size of the Iliad to tell the whole thing, from origins to the war itself to the aftermath.
Homer solves that problem by directing our attention to a series of events during a few significant weeks in the tenth year of Trojan War, primarily an argument between the Greek warriors Agamemnon and Achilles. So long as the argument persists, the poem continues. When it is resolved, the poem begins to end.
Please do the following:
(1) Watch the following suite of Classical world videos for background on Homer, his methods, and the Trojan War:
(2) Read the Apollodorus handout on the Trojan War, distributed in class today, in order to appreciate the hugeness of this event within the corpus of Greek myth. Note that A. includes a handy summary of Homer's epic, a kind of ancient SparkNotes: useful as it might be, it is NOT a substitute for reading the actual Iliad.
(3) Read books 1, 3, and 5 of the Iliad (use your Apollodorus to fill in the gaps).
(4) Finally, bear the following questions in mind as you peruse this material:
On Wednesday, September 25, we begin to explore heroism as articulated in the Iliad of Homer, our oldest surviving work of literature from the ancient world. As I noted in class, the story of the Trojan War is one of the largest clusters of Greek myth, and it would in theory require many works the size of the Iliad to tell the whole thing, from origins to the war itself to the aftermath.
Homer solves that problem by directing our attention to a series of events during a few significant weeks in the tenth year of Trojan War, primarily an argument between the Greek warriors Agamemnon and Achilles. So long as the argument persists, the poem continues. When it is resolved, the poem begins to end.
Please do the following:
(1) Watch the following suite of Classical world videos for background on Homer, his methods, and the Trojan War:
(2) Read the Apollodorus handout on the Trojan War, distributed in class today, in order to appreciate the hugeness of this event within the corpus of Greek myth. Note that A. includes a handy summary of Homer's epic, a kind of ancient SparkNotes: useful as it might be, it is NOT a substitute for reading the actual Iliad.
(3) Read books 1, 3, and 5 of the Iliad (use your Apollodorus to fill in the gaps).
(4) Finally, bear the following questions in mind as you peruse this material:
- What was the cause of the Trojan War? Is this an easy question to answer? Why or why not?
- How does Homer remind us that he is making myth in the Iliad?
- What principles guide Homeric notions of heroism?
- Are you entertained by this poem about war? Why or why not?
Friday, September 13, 2019
Assignment for Friday, 09.20.19
Dear Mythologists,
As we consider myths about Heracles, we'll want to think about the kinds of stories in which he appears. There were epic poems about Heracles in antiquity, but most of them no longer exist. But we do have ancient tragedies — serious plays — about the hero, and I want to look at one of them on Friday.
But because ancient tragedy is a peculiar genre — there's really nothing quite like it in the modern era, not even in the Shakespearean corpus — we need to do some additional work in order to appreciate how a Heracles myth follows tragic conventions, and how tragic conventions can help shape the myth.
For Friday, September 20, please do the following:
(1) Watch this suite of four videos, which will orient you to the genre of tragedy, to its conventions, and to our tragic author, Euripides:
These video podcasts were created by the Skidmore Classics Department for our Classical World course, but we use them in other classes, too. Here, they'll save me from having to lecture extensively about the genre of tragedy. It's easy to generalize about epic; tragedy, not so much.
(2) Read the play Heracles by Euripides. The packet has many pages, but note how the print is in verse form: Greek tragedy was poetry, which means the print on the page is less dense than it might appear at first. Regardless, read the whole thing, including the choral odes, and consider starting your reading earlier than Wednesday or Thursday night.
As you explore these materials, please bear in mind these suggestions and questions:
As we consider myths about Heracles, we'll want to think about the kinds of stories in which he appears. There were epic poems about Heracles in antiquity, but most of them no longer exist. But we do have ancient tragedies — serious plays — about the hero, and I want to look at one of them on Friday.
But because ancient tragedy is a peculiar genre — there's really nothing quite like it in the modern era, not even in the Shakespearean corpus — we need to do some additional work in order to appreciate how a Heracles myth follows tragic conventions, and how tragic conventions can help shape the myth.
For Friday, September 20, please do the following:
(1) Watch this suite of four videos, which will orient you to the genre of tragedy, to its conventions, and to our tragic author, Euripides:
These video podcasts were created by the Skidmore Classics Department for our Classical World course, but we use them in other classes, too. Here, they'll save me from having to lecture extensively about the genre of tragedy. It's easy to generalize about epic; tragedy, not so much.
(2) Read the play Heracles by Euripides. The packet has many pages, but note how the print is in verse form: Greek tragedy was poetry, which means the print on the page is less dense than it might appear at first. Regardless, read the whole thing, including the choral odes, and consider starting your reading earlier than Wednesday or Thursday night.
As you explore these materials, please bear in mind these suggestions and questions:
- Use Pause/Play to your advantage when watching the videos, and be sure to take notes, just as you would during an in-class lecture.
- If you hadn't known the Heracles was a tragedy, how would you prove that it belongs to this genre?
- What impact does the genre of tragedy have on the Heracles myth? Did the play surprise you in any way? How so?
Assignment for Wednesday, 09.18.19
Dear Mythologists,
Now that we've created the Greek cosmos and put Zeus in charge, and have made some progress on developing some mythical literacy, it's time to transition to the notion of heroism. All next week we'll focus on the exploits of the greatest Greek hero of them all, Heracles (Roman name: Hercules), as well as the kinds of stories that propagate his legends, all in an effort to understand the concept of the hero.
For Wednesday, September 18, please do the following:
(1) Review the Heracles section of the D'Aulaires reading from this summer (pp. 132–147) for a general overview/refresher on the hero's life, career, and death.
(2) Read the Heracles section of Apollodorus' Bibliotheca or Library (pp. 38–53), which was distributed in class. The Library is a Greek text dating from the 2nd century CE, and I'll be interested to see what you make of it.
(3) Read also Apollodorus' account of the creation at the front of your packet (pp. 5–7), which will probably seem both strange and familiar after our week of Hesiod.
As you do your reading, please consider the following questions:
DC
Now that we've created the Greek cosmos and put Zeus in charge, and have made some progress on developing some mythical literacy, it's time to transition to the notion of heroism. All next week we'll focus on the exploits of the greatest Greek hero of them all, Heracles (Roman name: Hercules), as well as the kinds of stories that propagate his legends, all in an effort to understand the concept of the hero.
For Wednesday, September 18, please do the following:
(1) Review the Heracles section of the D'Aulaires reading from this summer (pp. 132–147) for a general overview/refresher on the hero's life, career, and death.
(2) Read the Heracles section of Apollodorus' Bibliotheca or Library (pp. 38–53), which was distributed in class. The Library is a Greek text dating from the 2nd century CE, and I'll be interested to see what you make of it.
(3) Read also Apollodorus' account of the creation at the front of your packet (pp. 5–7), which will probably seem both strange and familiar after our week of Hesiod.
As you do your reading, please consider the following questions:
- How does the Daulaires' Heracles narrative resemble or differ from that of Apollodorus?
- How does Apollodorus' creation story resemble or differ from that of Hesiod?
- To judge only from the Apollodorus in front of you — that is, don't Google him or his work — what kind of text is he writing? What is the nature or purpose of his text?
DC
Friday, September 6, 2019
New Classroom on 09.11.19
Dear Mythologists,
Exciting news! We have a new classroom starting next class: Tisch Learning Center 204. A larger space with better blackboards and movable desks. Though it might be harder to get coffee mid-break, we'll now have room to spread out and, when needed, to assemble into smaller groups.
When you arrive at the room, please gather yourselves in a circle, which is more fitting for our seminar discourse. And if I could get some help after class putting the desks back in rows for the next class, that would be much appreciated.
DC
Exciting news! We have a new classroom starting next class: Tisch Learning Center 204. A larger space with better blackboards and movable desks. Though it might be harder to get coffee mid-break, we'll now have room to spread out and, when needed, to assemble into smaller groups.
When you arrive at the room, please gather yourselves in a circle, which is more fitting for our seminar discourse. And if I could get some help after class putting the desks back in rows for the next class, that would be much appreciated.
DC
Assignment for Friday, 09.13.19
Dear Mythologists,
For Friday, September 13 (yikes!), please do the following:
(1) Read carefully, as before, the excerpt from Hesiod's Works and Days in the appendix of the packet handed out last Friday.
(2) As you read, please consider the following questions:
DC
For Friday, September 13 (yikes!), please do the following:
(1) Read carefully, as before, the excerpt from Hesiod's Works and Days in the appendix of the packet handed out last Friday.
(2) As you read, please consider the following questions:
- To judge from this excerpt, how is the Works and Days similar to the Theogony in tone and subject matter? How is it different?
- What does this excerpt add to your understanding of the Hesiodic cosmos?
DC
Assignment for Wednesday, 09.11.19
Dear Mythologists,
For Wednesday, September 11, 2019, please do the following:
(1) Read carefully Hesiod's Theogony in the packet I handed out during the previous class. DON'T read the Appendix with the Works and Days — that's for another class. DO consult the copious footnotes as needed and take your own notes along the way (see below). Although the poem is fairly brief, especially in proportion to the footnotes, please DON'T save it all for Tuesday night or (worse yet) Wednesday morning.
(2) Consider these questions as you read; they will inform your notes and our discussion in class:
DC
For Wednesday, September 11, 2019, please do the following:
(1) Read carefully Hesiod's Theogony in the packet I handed out during the previous class. DON'T read the Appendix with the Works and Days — that's for another class. DO consult the copious footnotes as needed and take your own notes along the way (see below). Although the poem is fairly brief, especially in proportion to the footnotes, please DON'T save it all for Tuesday night or (worse yet) Wednesday morning.
(2) Consider these questions as you read; they will inform your notes and our discussion in class:
- Which parts of the Theogony stand out for you the most? The least? Why?
- What are some chief characteristics or qualities of the Hesiodic cosmos?
- How would you describe Hesiod as a poet and a person?
- How does the D'Aulaires' account differ from that of Hesiod?
- What do you think accounts for these differences?
DC
Wednesday, September 4, 2019
Assignment for Friday, 09.06.19
Dear Mythologists,
For Friday, September 6, please do the following.
(1) Read the essay by Carolina Lopez-Ruiz on Greek and Near Eastern creation stories (an introduction to these stories in a larger textbook on ancient Mediterranean myth). This brief piece will
(2) Compose and bring to class — two printed copies, please, double-spaced, one-inch margins, and with your name at the top — a working definition of the word "myth."
DO base your definition on the Lopez-Ruiz reading and on your impressions from the D'Aulaires' reading from this summer. DO NOT consult any other reference works (dictionaries, Wikipedia, the Internet at large).
Make sure your definition covers the following:
We'll use your definitions to spark some discussion and/or debate.
Please let me know if you have any questions.
DC
For Friday, September 6, please do the following.
(1) Read the essay by Carolina Lopez-Ruiz on Greek and Near Eastern creation stories (an introduction to these stories in a larger textbook on ancient Mediterranean myth). This brief piece will
- present and define some useful mythological terms (including "cosmogony," "anthropomorphic," and "pantheon");
- pave the way for creating the Greek universe — our first task when Unit 1 begins next week; and
- give you a framework for completing part (2) of this assignment.
* * * * *
(2) Compose and bring to class — two printed copies, please, double-spaced, one-inch margins, and with your name at the top — a working definition of the word "myth."
DO base your definition on the Lopez-Ruiz reading and on your impressions from the D'Aulaires' reading from this summer. DO NOT consult any other reference works (dictionaries, Wikipedia, the Internet at large).
Make sure your definition covers the following:
- WHAT: The subject matter of myth: the kinds of characters and situations.
- WHY: The social function(s) or cultural significance of myth.
- HOW: The construction of myth: the form(at)s it takes, its motifs, and the ways in which it is presented.
We'll use your definitions to spark some discussion and/or debate.
* * * * *
Please let me know if you have any questions.
DC
Welcome!
Dear Mythologists,
Welcome to the blog for MythConceptions! Here I'll post assignments and other notices, as well as ephemera pertaining to the study of myth.
With each post, you'll get an email alerting you to the new content. The message will contain the entire post, so you'll have the option of reading it on email or navigating over to the blog.
Similarly, if you'd like to reply to a post, you can either use the "Comments" feature on the blog, or you can reply to the email message you received. Either way, everyone in the class will be able to read your response.
None of this is meant to substitute for in-class interaction. However, since our sessions together will go by quickly, I hope the blog will save us precious minutes here and there.
The URL of our website is https://www.classics.domains.skidmore.edu/ssp/. I advise you to review the Syllabus and Calendar pages, which we reviewed this morning.
Again, welcome!
DC
Welcome to the blog for MythConceptions! Here I'll post assignments and other notices, as well as ephemera pertaining to the study of myth.
With each post, you'll get an email alerting you to the new content. The message will contain the entire post, so you'll have the option of reading it on email or navigating over to the blog.
Similarly, if you'd like to reply to a post, you can either use the "Comments" feature on the blog, or you can reply to the email message you received. Either way, everyone in the class will be able to read your response.
None of this is meant to substitute for in-class interaction. However, since our sessions together will go by quickly, I hope the blog will save us precious minutes here and there.
The URL of our website is https://www.classics.domains.skidmore.edu/ssp/. I advise you to review the Syllabus and Calendar pages, which we reviewed this morning.
Again, welcome!
DC
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