Literatura y arqueología griega antigua: lectura y comprensión de la Ilíada
En este curso de 9 semanas vamos a leer rapsodia por rapsodia y comprender el poema épico Ilíada, que fue considerado por los antiguos griegos su creación artística y educativa más popular y más influyente de su tiempo.
Spyridon (Spiros) Loumakis
Puntuación media:
4.9
Número de reseñas:(776)
Qué está incluido
9 reuniones en vivo
9 horas presencialesTarea
2-4 horas por semana. The students are asked to read in advance the assigned chapters for each week of the course. This is why I schedule the class every other week, to allow students have enough time to read carefully and come prepared for class dicussion. If this is still not possible for students before every single week of the course, or if students prefer to read some of the chapters before each class , they will still be able to follow the entire course. If they decide to do all the readings, this will help them considerably in terms of class participation, they will absorb the material easier and at the end they will have the pleasure of having read the entire epic poem.Evaluación
I do not believe that a letter grade is meaningful for an 8-week course on the Iliad. However, as I often do with my one-time classes, which are always small classes (up to 5 or 6 students), I communication with the parents and the children directly, providing my personal comments, private feedback and an informal assessment.Calificación
incluidoExperiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 7 - 9
(A) Required Experience: This is an 8-week course addressed to students who have (at least) a basic background on ancient civilizations, and a special interest in the ancient Greek Culture and Mythology. (B) Teaching style and students interaction: Iliad was the most popular reading for the ancient Greeks throughout the ancient times, the most influential work for ancient Greek artistic production (especially on masterpieces of ancient Greek vase-painting) and the greatest pedagogical tool in the ancient Greek society. This means that the Iliad cannot be understood if it is not combined with the history of the ancient Greek society, the broader mythological background of the Greek world, the great corpus of artistic depictions of the epic scenes from the Iliad, as well as a sense of what this work really meant for the ancient Greeks in their everyday life. The learning process of this class is based substantially on stidents' class participation, class dialogue, questions based on the ongoing discussion, and new ideas based on the participants. There is not one universal solution to teach. Rather I combine techniques to achieve the maximum of my strengths and of my students. Having taught so far young kids, teenagers, University students and mature learners, I know that teachers need to approach students with understanding. After all, such a small class has the advantage of making the combined technique of dialogue-discussion-lecture feasible and efficient. (C) Class structure: *the discussion will often be accompanied by ancient Greek art related to the rhapsodies* day 1: Introduction (the Iliad in the social and intellectual life of ancient Greece) - Rhapsody I day 2: Rhapsodies II-IV day 3: Rhapsodies V-VII day 4: Rhapsodies VIII, IX-XI (book X was considered in ancient times as a later addition, and not part of the original) day 5: Rhapsodies XII-XIV day 6: Rhapsodies XV-XVII day 7 Rhapsodies XIII-XX day 8: Rhapsodies XXI-XXIII day 9: Rhapsody XXIV - Conclusions
Metas de aprendizaje
First and foremost in my series of ancient Greek and Roman literature classes, the most important goal is for young students, who genuinely love mythology, to read not a modern book about mythology (as they most often do) but an ancient Greek or Roman work containing the original myths.
In this multi-day course in particular, we are going to approach the poem of the Iliad by keeping the following three observations constantly in our mind:
(i) For the ancient Greeks the epic poem Iliad is primarily a divine product of the ancient Greek creativity inspired (as always) by the Muse of epic poetry Calliope.
(ii) It is an epic poem that includes the greatest tales of the ancestors of the ancient Greeks, the so-called "heroic age of humanity" as they called it.
(iii) It is an epic poem that entails the stories of the gods and deified heroes the ancient Greeks worshipped and admired during the enitre ancient times.
Therefore, in this class students will understand that the magic of myths lies not only in the stories themselves, fascinating as they are, but in the logic behind them and in their deeper meaning. Myths will be appreciated as a system of beliefs and a way of thinking about the world, as it was created by the ancient Greeks. The goal for the students is to learn how Greeks were structuring their myths and some of the narrative patterns that they were employing to tell meaningful stories about their gods, in this case about the heroic deeds of the Trojan War.
They will learn variations of certain myths of the Trojan War and their purpose. And together we will try to interpret and explain them, compare them with other myths, and trace their origins (in Mesopotamia).
We will put particular emphasis on the role of the gods and goddess and the many roles they fulfill in the Trojan war. After all, for the ancient Greeks this was the most crucial part. We should better "listen" to them if we want to understand their point of view.
We will discuss together how were these stories played out in the social and artistic life of the ancient Greeks, reflected even in the worship of gods and heroes. What did the Iliad mean to Greek men and women of the ancient Greek society?
We will delve into the artworks created to immortalize the scenes of the Iliad.
Otros detalles
Orientación para padres
In the ancient Greek art gods are depicted often (but not always) naked. The Greek word for a naked man is "gymnos" and that is why in English today we say "gymnastics" or "gym" although our children and athletes wear uniforms. This being said, any artistic reproduction of the Iliad in ancient art should be expected to show nude gods. I try to use as less as possible, but it is not always within my hands since this is the nature of the ancient Greek art itself. Since, it is an art that comes from an era where there were no photographs, or videos, the art is found only on painted vases, wall paintings and sculpture. Nudity was never meant to provoke, but to tell to the ancient viewer that gods are not mortal humans, and, thus, they do not really need clothes, or that heroes are not just ordinary humans, and need to be singled out with their god-like depiction.
In addition, and most important of all, the content in the Iliad is sometimes sensitive to younger readers. In this class students are required to read the entire poem, book by book for 8 weeks. So, it is not up to me to keep any difficult parts out of their reach. They will read them, if they choose to take the class. I am not going to discuss bloody battles or when the heroes are in love or passionate for a woman, of course. This is a 8-week class of discussion as we unfold the story all together. My goal is to stop only on the major parts of the book in terms of mythology or ideas in it. So, any sensitive parts are not parts of the class. There are way bigger issues dealt by Homer in this poem, like proper government, responsible leaders, arrogant human behavior, friendship, loss of beloved ones etc. If students raise any of the sensitive issues in class, I cannot pretend they are not there. They are part of Homer's work. Sooner or later, they will learn that Homer and Greek literature are the basis of western literature, considered masterpieces and world intellectual heritage, and that this does not mean they are polished, good-looking Hollywood movies. Humans are not like this, and the Iliad reflects that.
Truth is that I can change neither Greek art nor Greek literature. Only, to put them in their own historical context. My best weapon is that the ancient Greek artists do not use sensitive topics to provoke or horrify or entertain, but symbolically to explain deeper ideas. Both Greek art and literature are highly symbolic. For the Greeks, Homer was something like a god, and definitely their greater philosopher (not just a god-inspired poet) and they would religiously follow what he writes.
Lista de útiles escolares
A strongly recommended translation of the Iliad in English that from a great series of translations, Oxford World's Classics, which comes from a leading publication house in classical studies, the Oxford University Press. This is the one I am going to use for myself and trust with all my heart! Another alternative is an older translation which is completely free and easily accessible online by the University of Tufts, but less user-friendly. It can be found in the following link: http://www.perseus.tufts.edu/hopper/text?doc=Perseus%3Atext%3A1999.01.0134%3Abook%3D1%3Acard%3D1 The above translation was made by A.T. Murray, for Harvard University Press in 1924 in the context of the academic series The Loeb Classical Library.
Recursos externos
Además del aula de Outschool, esta clase utiliza:
Se unió el March, 2020
4.9
776reseñas
Experiencia y certificaciones del docente
I have a BA in ancient Greek History and Archaeology, an MA in ancient Greek Archaeology and History of Art and an MA in the History and Philosophy of Religions, and I am a PhD Candidate of Religion, specialized in ancient Greek and Roman religions.Reseñas
Clase grupal
14 US$
semanalmente o 126 US$ por 9 clases1 x por semana, 9 semanas
60 min
Completado por 45 alumnos
Videoconferencias en vivo
Edades: 12-15
3-7 alumnos por clase
