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JOHN CABOT UNIVERSITY

COURSE CODE: "CL 260"
COURSE NAME: "Classical Mythology"
SEMESTER & YEAR: Fall 2017
SYLLABUS

INSTRUCTOR: Sharon Salvadori
EMAIL: [email protected]
HOURS: TTH 1:30-2:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:

COURSE DESCRIPTION:
The course examines the principal myths of Classical Greece and Rome, with some reference to their evolution from earlier local and Mediterranean legends, deities and religions. The importance of these myths in the literature and art of the Western World will be discussed.
SUMMARY OF COURSE CONTENT:

The course is an upper level survey of the written and visual traditions of Classical mythology during the Greco-Roman period (c. 8th cent B.C.- 4th cent A.D.). This was the first, the most important, and the most brilliant phase of its long history. Classical mythology was a storehouse of fantastic stories that shaped ancient perceptions of the divine, that explained the origins and workings of natural phenomena, that elucidated the meanings of past and present human experiences, desires, expectations, anxieties and fears. Throughout Antiquity Classical myths were at the center of religious cult and ritual, exploited in political and military propaganda, part of the core curriculum in school and a fixture in any form of public or private entertainment, celebration or commemoration. They were heard and seen in sanctuaries, theaters, sport venues, public squares, markets, shops, banqueting halls, palaces, villas, town houses and cemeteries. They were recited, acted, sung and danced, modeled in clay, carved in wood, bone, marble and limestone, worked in bronze, silver and gold, painted on walls and on vases of every shape and form.  They were, simply put, ubiquitous.

By the time of Homer (mid-8th century BC), the main lines of many of the narratives that make up what we now call Classical mythology were familiar to many Greeks. Yet from the 8th century BC to the 4th century AD, new myths were not only added to the canon, but the pre-existing stories and characters were re-adapted, re-presented and even re-invented to meet the specific and always evolving religious, political and social realities of the Greeks, Romans and the other civilizations that inhabited the Ancient Mediterranean. This kind of flexibility and versatility across space and time is a key feature of Classical mythology and is its greatest strength. The ability to explain, teach, criticize, inspire and console in almost any circumstance in Antiquity also provides a critical insight into classical mythology’s enduring power and popularity from the Middle Ages to this day.

 


LEARNING OUTCOMES:

1. Knowledge of the form and purpose of myth in general and of Classical mythology specifically

2. Knowledge of the most important Classical myths as these are re-told by ancient Greek and Latin authors

3. Knowledge of the most important Classical myths as these are 're-presented' in Ancient Greek and Roman art

4. A critical understanding of the meanings and functions of Classical mythology in the written and visual traditions of Ancient Greece and Rome 

5. Skills for critical analyses of written and visual sources
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
The Complete World of Classical MythologyBuxton, R. Thames and Hudson0-500-25121-5  
The IliadHomer; trans. Lattimore, R.U niversity of Chicago Press0-226-46940-9  
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
PARTICIPATIONActive participation is expected of all students, but the level and amount of your engagement is graded. Although participation is only 5% of the course grade it could ensure an A rather than an A- as your final grade. Participating means coming to class having read the Required Reading, prepared to ask and answer questions and to share any pertinent observations. Remember too that the more you engage, the more interesting the class will be not only for you, but also for everyone else (professor included).5
QUIZZESOne of the ways your preparation will be evaluated is through 8 quizzes on assigned readings of Ancient authors and Ancient images. The content of each quiz will vary from questions on basic information (main characters, plot, etc.) to critical analysis and interpretation. Depending on the nature of the questions, you will be given anywhere between 5 and 10 minutes to answer. The quiz dates are inserted in the course schedule. The 2 quizzes with the lowest score will be excluded from the final tally. Each of the remaining 6 quizzes is therefore worth 5% of your final grade. Please be aware that if you miss a quiz -for any reason, including illness- you will not be able to make it up (it will be the one not tallied). 30
2 ANALYTICAL PAPERSStudents are responsible for two analytical essays; each must be 1500 words (c. 4-5 double-spaced pp) and is worth 15% of your final grade. Two abstracts (100 words), one for each essay, must also be turned two wekks prior to the final essays (they are not graded, but failing to turn them in will affect your paper grade). Early abstracts and papers welcome, late abstracts and papers not accepted. One of the two essays must focus on a classical myth as it is narrated by one or two of the Ancient Greek and Roman texts assigned for the course. The other must focus on a classical myth as it is re-presented on an Ancient Greek or Roman period artwork (an artwork not discussed in class is acceptable). It is up to you which to write first. Both essays should be in depth, focused readings of Classical Myths as these are re-interpreted by individual authors and image-makers. They should demonstrate the analytical and critical skills you will acquire (and hone) during the semester. They are not research papers, but analytical essays, your own discursive critique of classical myths in Ancient texts and visual representations. The key words are describe, interpret and evaluate. This does not mean that you may not use secondary sources (appropriately cited, of course!) to help you historically contextualize and refine your arguments. But the analyses should be primarily based on your reading of the texts and images you have chosen. Guidelines for the Abstracts and the Papers will be posted on MY JCU and we will be discussing them in class on in the third week of the course. Please come prepared with any questions. If you have additional questions on topics, content, structure, bibliography, etc. set up an appointment at least a week prior the due dates. 30/ 15 EACH
EXAMSBoth exams are structured to assess your knowledge of the content of the most important myths and their significance in general terms and as they were adapted to particular historical circumstances in both text and image. They are based on lectures and required reading assignments. A review sheet will be provided the week before each exam; a review session will take place during the last scheduled class before each exams. The mid-term exam takes place during regular class time. It will cover material studied until that date. It consists in 3 short answer questions (10 minutes for each question; 60% of the exam grade- or 20% for each question) and 1 short essay (30 minutes; 40% of the exam grade; you will be given a choice of 2). The final exam takes place during exam week (exact date, time and classroom TBA) and lasts 2 hours and 30 minutes. It is cumulative and consists in 6 short answer questions (10 minutes for each question; 60% of the exam grade- or 10% for each question) and 2 short essays (30 minutes each; 40% of the exam grade -or 20% each; you will be given a choice of 3)MID-TERM:15/ FINAL 20

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:

All scheduled classes are mandatory. Roll will be taken at the beginning of each class. While there is no set number of allowed absences, 4 or more absences usually lead to very poor performance if not a failing grade. Please also be aware that missing classes may entail missing quizzes, which may not be made up (but see rule on the "throw away" quizzes).

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

CLASS 1: Introduction to course

Ø  content, thematic and methodological overview

Ø  learning aims

Ø  intro to syllabus and course schedule: course texts, assignments, etc.

Ø  definitions of myth and Classical mythology

CLASS 2: Classical Mythology in Greco-Roman Antiquity, overview

Required Reading:

• Buxton "Introduction" and Ch. 1 (Context, Sources Meanings) and 216-225 ("How Rome Re-imagined Greece")

• Carpenter Ch. 1 (Introduction) and Ch. 2 (A Demonstration of Method)

Suggested Reading:

• Buxton Ch. 7 (Greek Myths After the Greeks)

• Lib. Reserve/MY JCU:  Morford and Lenardon, Ch. 1 and Ch. 2

CLASS 3:  Myths of Origins and Creation: cosmogony and theogon

Required Reading:

• Buxton: 31-35 (background Epic, Homer & Hesiod), 42-48 (myths of origin) and 180-193 (landscape of myths)

MY JCU: Study Images: A. Cosmogony and Theogony

Lib. Reserve/MY JCU:  Morford and Lenardon Ch. 3

Suggested Reading:

• Lib. Reserve/MY JCU: Hesiod, Theogony

CLASS 4: Myths of Origins and Creation: cosmogony and theogony, cont

Required Reading: See previous class

Suggested Reading: See previous class

CLASS 5: Olympian supremacy

Required Reading:

• Buxton pp. 48-49 (Zeus), p. 53 (Giants), and pp. 66-87 (Olympians and other divinities)

• Carpenter pp. 69-75 (up to Giants)

• Lib. reserve/ MY JCU:  Morford and Lenardon, Ch. 3, pp. 66-68 (focus on Ancient images of Giants and Typhon) and Ch. 4: pp. 76-80 (Titans, Typhon, Giants)

• MY JCU: Study Images: B. Battles for Olympian Supremacy

Suggested Reading:

• Lib. reserve/ MY JCU:

Ø  Hesiod, Theogony

Ø  Morford and Lenardon Ch. 5 ("The Twelve Olympians: Zeus, Hera and their Children") and Ch. 6 ("The Nature of the Gods")

Ø  Lib. reserve: Smith, Hellenistic Sculpture: Ch. 9 ("Pergamon and the Great Altar")

CLASS 6: Immortals and mortals

Required Reading:

• Buxton: 58-61 (the Flood and Cadmus and Thebes), 223-224 (background to Ovid and Metamorphoses)

• Ovid, Metamorphoses: BK I: Prefatory verses, The Creation, The Ages of Mankind The Flood, Deucalion and Pyrra, BK III: Cadmus and BK IV: The transformation of Cadmus

Suggested Reading:

• Lib. reserve/ MY JCU: Morford and Lenardon, 93-97 (Flood) and 375-79 (founding of Thebes/Cadmus)

**Quiz 1: Ancient Greek Images of Gods vs Giants**
 

CLASS 7: Immortals and mortals, cont.

Required Reading:

• Buxton: 54-58 (Ages of Mankind, Prometheus and Pandora)

• Carpenter: 75-76 (Prometheus and Pandora)

• MY JCU:  Study Images: C. Prometheus and Pandora

• Lib. reserve/ MY JCU:

Morford and Lenardon: 80-88 (Ages of Mankind, Prometheus & Pandora)

**Quiz 2: Cadmus and Thebes (via Ovid)**
 

CLASS 8: Zeus: tyrant, mediator, lover, rapist, procreator

Required Reading:

• Lib. reserve/ MY JCU: Aeschylus, Prometheus Bound

Buxton: 94 ("Divine Sexualities" intro), 97-100 (loves of Zeus) and 174-177 ("Same Sex Eroticism": focus on Zeus)

•Carpenter, Ch. 3 and Ch. 4 (focus on images featuring Zeus)

MY JCU:  Study Images: D. Zeus

• Lib. reserve/ MY JCU:

Ø  Ovid, Metamorphoses: BK I: Io, BK II: Callisto and Jupiter and Europa

Ø  Morford and Lenardon: 115-117 (section on Ganymede)

Suggested Reading:

• Lib. reserve/ MY JCU: Morford and Lenardon pp. 110-117 (Zeus)

CLASS 9: Hades, Demeter and Persephone

Required Reading:

• Buxton pp. 72-73 ("Demeter") and pp. 206-213 ("The Underworld")

• Carpenter Ch. 3 and Ch. 4 (focus on images featuring Demeter, Persephone and Hades)

• Lib. Reserve/MY JCU:

Ø  Homeric Hymn II: To Demeter

Ø  Ovid, Metamorphoses: BK V: Rape of Proserpine

• MY JCU: Study Images: E. Rape of Persephone

Suggested Reading:

• Lib. reserve/ MY JCU:  Morford and Lenardon, Ch. 14 ("Demeter and the Eleusinian Mysteries") and Ch. 15 ("Views of the Afterlife: the realm of Hades")

CLASS 10: Aphrodite

Required Reading:

• Buxton p. 78 ("Aphrodite") and pp. 94-96 ("Divine sexuality": focus on goddesses)

• Carpenter, Ch. 3 and Ch. 4 (focus on images featuring Aphrodite)

• Lib. reserve/ MY JCU:

Ø  Homeric Hymn V: To Aphrodite

Ø  Ovid, Metamorphoses: BK X: Venus and Adonis and Atalanta

• MY JCU: Study Images: E. Venus and Adonis

Suggested Reading:

• Lib. reserve/ MY JCU:

Ø  Ovid, Metamorphoses: Bk X: Myrrha

Ø  Morford and Lenardon, Ch. 9 ("Aphrodite and Eros")

Ø  Koortbojian, M. (1995), Chs. 1-3 (Mythological Sarcophagi /Venus and Adonis)

CLASS 11: Artemis:  forests, hunters, maidens and youths

Required Reading:

•Buxton pp. 106-107 ("Meleager, Atlanta and the Kalydonian Boar"; see also cross-reference on p. 86) and pp. 75-77 ("Artemis")

• Carpenter pp. 186-87 (Meleager); Chs. 3 and 4 (focus on images featuring Artemis)

• Lib. Reserve/MY JCU: Ovid, Metamorphoses: Bk II: Callisto; Bk III: Diana and Acteon

• MY JCU: Study Images: F. Artemis, Meleager and Atalanta

Suggested Reading:

• Lib. reserve/ MY JCU:

Ø  Ovid, Metamorphoses:  Bk VIII: Meleager and the Calydonian Boar and Althea and Meleager

Ø  Morford and Lenardon, pp. 608-612 ("Meleager") and Ch. 10 (Artemis)

**Quiz 3: Ancient Roman sarcophagi reliefs: Venus and Adonis**

CLASS 12: Aphrodite, Artemis, Phaedra and Hippolytos

Required Reading:

• Lib. reserve/MY JCU: Euripides, Hippolytos

• Buxton pp. 88 ("Hippolytos"; see also cross-references on p. 72 and p. 129)

• MY JCU: Study images: G. Hippolytos and Phaedra

**Mid-term exam review: remember to bring review sheet**

CLASS 13: MID-TERM EXAM


CLASS 14: Apollo and Hermes

Required Reading:

• Buxton pp. 49-50 (birth of Apollo), pp. 50-53 (childhood of Hermes), pp. 73-75 (Apollo), pp. 77-78 (Hermes), pp. 90-91 ("Competing with the Gods") and pp. 94-101 ("Divine Sexualities"), and pp. 174-177 ("Same Sex Eroticism")

• Carpenter, Ch. 3 and Ch. 4 (focus on images featuring Apollo and Hermes)

• Lib. reserve/ MY JCU:

Ø  Ovid, Metamorphoses: Bk I: Apollo and Daphne; Bk VI: Niobe and Marsyas; Book X: Hyacinth

Ø  Homeric Hymn III: To Delian Apollo

Ø  Homeric Hymn IV: To Hermes

• MY JCU: Study images: H. Apollo and Hermes

Suggested Reading:

• Lib. reserve/ MY JCU:

Ø  Morford and Lenardon, Ch. 11 (Apollo) and Ch. 13 ("Hermes")

CLASS 15: Dionysos

Required Reading:

• Buxton p. 53 ("Dionysos") and pp. 81-82 ("Dionysos and His Followers")

• Carpenter Ch. 3 and Ch. 4 (focus on images featuring Dionysos)

• Lib. reserve/ MY JCU: Ovid Metamorphoses: BK III: Semele and the Birth of Bacchus

• MY JCU: Study Images: K. Dionysos, Satyrs & Maenads

Suggested Reading:

• Lib. reserve/ MY JCU:  Morford and Lenardon, Ch. 13 ("Dionysus, Pan, Echo and Narcissus)

CLASS 16: Dionysos, cont.

Required Reading:

• Lib. reserve/ MY JCU:  Euripides, Bacchae

Suggested Reading:

• Lib. reserve/ MY JCU:  Morford and Lenardon, Ch. 13 ("Dionysus, Pan, Echo and Narcissus)

**Quiz 5: Euripdes' Bacchae**

CLASS 17: Athena

Required Reading:

• Buxton p. 79 ("Athene")

• Carpenter, Chs. 3 and 4 (focus on images featuring Athena)

• Lib. Reserve/MY JCU: Ovid, Metamorphoses: Bk VI: Arachne

• MY JCU: Study images: L. Athena

Suggested Reading:

• Lib. reserve/ MY JCU: Morford and Lenardon, Ch. 8 (Athena)

**Paper Abstract due**

CLASS 18: Heroic Exploits: Perseus

Required Reading:

• Buxton pp. 102-105 ("Extraordinary Mortals" and "Perseus")

• Carpenter Ch. 5 ("Perseus")

• MY JCU: Study images: M. Perseus and Gorgons

Suggested Reading:

• Lib. reserve/ MY JCU:

Ø  Morford and Lenardon, Ch. 21 ("Perseus and the Legends of Argos")

Ø  Ovid, Metamorphoses: BK IV: Perseus and Andromeda; BK V Perseus Flight into the Palace of Celephus

CLASS 19: Heroic Exploits: Herakles

Required Reading:

• Buxton pp. 114-122 (Herakles)

• Carpenter Ch. 6 (Herakles)

• MY JCU: Study images: N. Herakles and Centaurs

Suggested Reading:

• Lib. reserve/ MY JCU:

Ø  Euripides, The Madness of Herakles (aka Herakles)

Ø  Morford and Lenardon, Ch. 22 ("Herakles")

Ø  Ovid, Metamorphoses: BK IX: Acheolus and Hercules, Hercules, Nessus and Deianara, The Death and Apotheosis of Hercules, The Birth of Hercules

CLASS 20: Tragic Exploits: Herakles, Nessos and Deianeira

Required Reading:

• Lib. reserve/ MY JCU: Sophocles, Women of Trachis (aka Trachiniae)

• MY JCU: Study images: N. Herakles and Centaurs

Suggested Reading:

• Lib. reserve/ MY JCU: 

Ø  Euripides, The Madness of Herakles (aka Herakles)

Ø  Morford and Lenardon, Ch. 22 ("Herakles")

Ø  Ovid, Metamorphoses: BK IX: Acheolus and Hercules, Hercules, Nessus and Deianara, The Death and Apotheosis of Hercules, The Birth of Hercules

 **Quiz 6: Women of Trachis**

CLASS 21: Heroic Exploits: Theseus

Required Reading:

• Buxton pp. 124-129 (Theseus) and pp. 194-199 (Crete)

• Carpenter, Ch. 7 (Theseus)

• MY JCU: Study Images: O. Theseus and Amazons

Suggested Reading:

• Lib. reserve/ MY JCU: 

Ø  Morford and Lenardon, Ch. 23 ("Theseus")

Ø  Ovid, Metamorphoses: BK VII Theseus, Minos, Aeceus, the Plague at Aeigina, the Myrmidions

**PAPER DUE**

CLASS 22: Heroic and Tragic Exploits: Jason and Medea

Required Reading:

• Buxton pp. 108-113 ("Jason, the Argonauts and Medea)

• Lib. reserve/ MY JCU: Euripides, Medea 

• Carpenter pp. 183-186 (sections on Jason, Argonauts and Medea)

• MY JCU: Study Images: P. Medea

Suggested Reading:

• Lib. reserve/ MY JCU:

Ø  Apollonios, Argonautica

Ø  Morford and Lenardon, Ch. 24 ("Jason, Medea and the Argonauts")

Ø  Ovid, Metamorphoses: BK VII. Medea and Jason, Medea and Aeson, Medea and Pelias: her Flight:

CLASS 23: Heroic Exploits: The Trojan War

Required Reading:

• Buxton pp. 131-139 (Trojan War) and pp. 200-205 (Troy)

• Carpenter, Ch. 9 and pp. 17-21 (Trojan War)

• MY JCU: Study Images: Q. Trojan War I

Suggested Reading:

• Lib. reserve/ MY JCU:

Ø  Euripides, Helen

Ø  Morford and Lenardon, Ch. 19 (Trojan Saga and the Illiad)

**Paper Abstract due**

CLASS 24: Heroic Exploits: The Trojan War, cont.

Required Reading:

• Homer, Illiad Bks. I-IV

Suggested Reading:

• Lib. reserve/ MY JCU: Morford and Lenardon, Ch. 19 (Trojan Saga and the Illiad

**PLEASE USE STUDY GUIDE**

**Please Remember to bring your copy of the Illiad to class**

CLASS 25: Heroic Exploits: The Trojan War, cont.

Required Reading:

• Homer, Illiad Bks. VI, IX, XIV, and XVI

Suggested Reading:

• Lib. reserve/ MY JCU: Morford and Lenardon, Ch. 19 (Trojan Saga and the Illiad)

**Quiz 7: Illiad: Books I-IV, VI, IX, XIV, and XVI: focus on roles and characters of Agamemnon, Paris and Helen)**

**PLEASE USE ILLIAD STUDY GUIDE**

**Please Remember to bring your copy of the Illiad to class**


CLASS 26: Heroic Exploits: The Trojan War, cont.

Required Reading:

• Homer, Illiad Bks. XVIII, IXX, XXII and XXIV

Suggested Reading:

• Lib. reserve/ MY JCU: Morford and Lenardon, Ch. 19 (Trojan Saga and the Illiad)

**PLEASE USE ILLIAD STUDY GUIDE**

**Please Remember to bring your copy of the Illiad to class**

 

CLASS 27: Heroic Exploits: The Trojan War, cont.

Required Reading:

• Buxton, pp. 136-139 (Fall of Troy/ Trojan Horse)

• Carpenter Ch. 9 and pp. 17-21 (Trojan War)

• MY JCU: Study images: R. Trojan War II


**PAPER DUE**

 

CLASS 28:  Loose ends/ Review for Final Exam

**PLEASE Remember to bring review sheet**

 

Final EXAM, day time and classroom TBA