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.
(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.
If you have any questions about the trip, please let me know.

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.

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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:
  • 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?
DC

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:
  • 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?
DC

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:
  • 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?
DC

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:
  • 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?
DC

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:
  • 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?
ADVISORY FOR FRIDAY: I'll discuss Friday's assignment in a separate post. But some of you seemed, er, impressed by the weight of the packet. My advice is to use your time this week and next to read ahead so that you're not stuck trying to do too much on Wednesday and Thursday.

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

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:
  • 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?
In class we'll not only consider the poems in light of each other, but also use them to pave the way for our eventual reading of Homer's Iliad.

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:
  • 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?
(3) Review the cosmogony in our D'Aulaires reading from this summer (pp. 10–20 and p. 30), and consider these questions along the way:
  • How does the D'Aulaires' account differ from that of Hesiod?
  • What do you think accounts for these differences?
Looking forward to a lively discussion in class. Please let me know if you have any questions.

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
  • 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.
Please come to class prepared to discuss this reading. I'll bring printed copies to class.

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(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.
Aim for at least a paragraph (6–8 full sentences) of polished prose. DON'T try to formulate a definition that accounts for every myth. DO generalize as appropriate.

We'll use your definitions to spark some discussion and/or debate.

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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