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1 - 10 of 37 results for: CLASSICS ; Currently searching spring courses. You can expand your search to include all quarters

CLASSICS 3G: Beginning Greek

(Formerly CLASSGRK 3.) Vocabulary and syntax of the classical language. Prerequisite: CLASSICS 2G or equivalent placement. CLASSICS 3G fulfills University language requirement.
Terms: Spr | Units: 5 | UG Reqs: Language | Grading: Letter (ABCD/NP)
Instructors: Shi, R. (PI)

CLASSICS 3L: Beginning Latin

(Formerly CLASSLAT 3.) Vocabulary and syntax of the classical language. Prerequisite: CLASSICS 2L or equivalent placement. CLASSICS 3L fulfills the University language requirement.
Terms: Spr | Units: 5 | UG Reqs: Language | Grading: Letter (ABCD/NP)
Instructors: Recht, T. (PI)

CLASSICS 7G: Biblical Greek (JEWISHST 5B)

(Formerly CLASSGRK 6) This is a continuation of the Winter Quarter Biblical Greek Course. Pre-requisite: CLASSICS 6G (Formerly CLASSGRK 5) or a similar introductory course in Ancient Greek.
Terms: Spr | Units: 3-5 | Grading: Letter or Credit/No Credit

CLASSICS 13G: Intermediate Greek

(Formerly CLASSGRK 103.) Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Spr | Units: 5 | UG Reqs: Language | Repeatable for credit | Grading: Letter (ABCD/NP)
Instructors: Peponi, A. (PI)

CLASSICS 13L: Intermediate Latin: Selections from Vergil's Aeneid, Books 1 - 6

(Formerly CLASSLAT 103.) Vocabulary, forms and syntax. Discussion of biographical, political and literary issues in the text. Key readings will be the story of Dido and the journey of Aeneas into the underworld (we may also talk about the reception of some Virgilian figures in ancient and modern literature, music and the arts). Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Spr | Units: 5 | UG Reqs: Language | Repeatable for credit | Grading: Letter (ABCD/NP)

CLASSICS 18N: The Artist in Ancient Greek Society (ARTHIST 100N)

Given the importance of art to all aspects of their lives, the Greeks had reason to respect their artists. Yet potters, painters and even sculptors possessed little social standing. n nWhy did the Greeks value the work of craftsmen but not the men themselves? Why did Herodotus dismiss those who worked with their hands as "mechanics?" What prompted Homer to claim that "there is no greater glory for a man¿ than what he achieves with his own hands," provided that he was throwing a discus and not a vase on a wheel?n nPainted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vases from which to pour them. Economic prosperity depended on the export of wine and oil in durable clay containers. At home, depictions of gods and heroes on vases reinforced Greek values and helped parents to educate their children. Ceramic sets with scenes of Dionysian excess were reserved for elite symposia from which those who potted and painted them were excluded.n nSculptors were less lowly but even those who carved the Parthenon were still regarded as "mechanics," with soft bodies and soft minds (Xenophon) "indifferent to higher things" (Plutarch).n nThe seminar addresses these issues. Students will read and discuss texts, write response papers and present slide lectures and gallery talks on aspects of the artist's profession.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: Maxmin, J. (PI)

CLASSICS 21Q: Eight Great Archaeological Sites in Europe (ARCHLGY 21Q)

(Formerly CLASSART 21Q.) Preference to sophomores. Focus is on excavation, features and finds, arguments over interpretation, and the place of each site in understanding the archaeological history of Europe. Goal is to introduce the latest archaeological and anthropological thought, and raise key questions about ancient society. The archaeological perspective foregrounds interdisciplinary study: geophysics articulated with art history, source criticism with analytic modeling, statistics interpretation. A web site with resources about each site, including plans, photographs, video, and publications, is the basis for exploring.
Terms: Win, Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, Writing 2 | Grading: Letter (ABCD/NP)
Instructors: Shanks, M. (PI)

CLASSICS 29Q: Questioning the Gods: Religious Thought and Literature in Classical Antiquity

Ancient Greek and Roman literature and philosophy dealing with theology and ethics. What is a god, and why should gods care about you or me? Do you have a soul, and if so what might happen to it when you die? Should you try to be a good person, and if so, how? Learn viewing fundamental questions like these through the eyes of ancient Greek and Roman thinkers. We will read tragedies and epic poetry, wrestle with the philosophical arguments, and apply forms scientific reasoning developed more than 2,000 years ago. This course offers highly sophisticated perspectives on religious and ethical issues that are still vitally important today, as well as a firm grasp of the culture of classical antiquity and the means it offers of understanding the world and our place in it.
Terms: Spr | Units: 3 | UG Reqs: WAY-A-II | Grading: Letter (ABCD/NP)
Instructors: Kania, R. (PI)

CLASSICS 35: Becoming Like God: An Introduction to Greek Ethical Philosophy

(Formerly CLASSGEN 35.) This course investigates key ethical philosophies in classical Greece. After reading several Greek tragedies (representing traditional Greek values), we examine the Greek philosophers' rejection of this tradition and their radically new ethical theories. Socrates, Plato, and Aristotle offered different ethical theories, but they shared basic conceptions of goodness and happiness. They argues that we could "become like gods" by achieving philosophic wisdom. What kind of wisdom is this? How does it make us ethically good and supremely happy people?
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER | Grading: Letter (ABCD/NP)

CLASSICS 36: Gender and Power in Ancient Rome

(Formerly CLASSGEN 119.) Interactions of gender and power in ancient Roman politics, religion, spectacles, and daily life. Masculinity and femininity in founding legends and public rituals; the ambiguous status of Vestal Virgins; gendered behavior in the Roman Forum; the spatial logic of prostitution; sexual characterizations of good vs. bad emperors in ancient texts; gender and time in Roman houses; inversions of gender and space in early Christian martyr narratives. Readings include modern gender theory as well as ancient Roman texts and material culture.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
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