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1 - 10 of 33 results for: CLASSICS ; Currently searching spring courses. You can expand your search to include all quarters

CLASSICS 3G: Beginning Greek

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
Instructors: Tennant, J. (PI)

CLASSICS 3L: Beginning Latin

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
Instructors: Ten-Hove, L. (PI)

CLASSICS 12N: Income and wealth inequality from the Stone Age to the present (HISTORY 12N)

Rising inequality is a defining feature of our time. How long has economic inequality existed, and when, how and why has the gap between haves and have-nots widened or narrowed over the course of history? This seminar takes a very long-term view of these questions. It is designed to help you appreciate dynamics and complexities that are often obscured by partisan controversies and short-term perspectives, and to provide solid historical background for a better understanding of a growing societal concern.
Terms: Spr | Units: 4 | UG Reqs: WAY-SI
Instructors: Scheidel, W. (PI)

CLASSICS 13G: Intermediate Greek: Homer's Odyssey

This course serves as an introduction to Homeric Greek and to Homer's Odyssey specifically. We will be reading selections from the Odyssey in the original Greek to develop an understanding of the syntax, vocabulary, and dialect of Homeric Greek. Students will also be introduced to a wide variety of tools and resources, both digital and print, to aid them in working with and working through Homeric Greek. In addition, we will read the whole of the Odyssey in English via multiple translations, which will allow us to broaden our discussions to questions of narrative structure and characterization, as well as questions about the practice and process of translation. Classics majors and minors must take course for letter grade. 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
Instructors: Porta, F. (PI)

CLASSICS 13L: Intermediate Latin: Virgil (Aeneid)

In this class you will practice with and reinforce the advanced vocabulary, forms, and syntax of classical Latin that you have previously acquired by closely reading selections from Books 8, 10, 11, and 12 of Vergil's Aeneid. While the emphasis of this course is on developing fluency in reading and analyzing the Latin texts, you will have opportunities to discuss and research the biographical, political, and literary issues raised by the readings. A primary focus of your inquiry will be the connection between art and propaganda as you examine how Vergil either contributes to or subverts the vision of Rome's imperial destiny and civilizing mission. In addition you will read the remainder of Books 7 through 12 in English and become familiar with the general outline of the second half of Vergil's epic. Your knowledge of the content and syntax of the readings will be assessed by several short quizzes. You will also sit for mid-quarter and end-quarter tests. Each of you will give a brief pr more »
In this class you will practice with and reinforce the advanced vocabulary, forms, and syntax of classical Latin that you have previously acquired by closely reading selections from Books 8, 10, 11, and 12 of Vergil's Aeneid. While the emphasis of this course is on developing fluency in reading and analyzing the Latin texts, you will have opportunities to discuss and research the biographical, political, and literary issues raised by the readings. A primary focus of your inquiry will be the connection between art and propaganda as you examine how Vergil either contributes to or subverts the vision of Rome's imperial destiny and civilizing mission. In addition you will read the remainder of Books 7 through 12 in English and become familiar with the general outline of the second half of Vergil's epic. Your knowledge of the content and syntax of the readings will be assessed by several short quizzes. You will also sit for mid-quarter and end-quarter tests. Each of you will give a brief presentation on a topic relating to the life or poetry of Vergil, the historical background of his era or his influence on literature, art or music. Classics majors and minors must take course for letter grade. Classics majors and minors may repeat for degree credit with advance approval from the Director of Undergraduate Studies.
Terms: Spr | Units: 5 | UG Reqs: Language | Repeatable for credit
Instructors: Klopacz, J. (PI)

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. Why 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? Painted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vessels 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. Vases depicting Dionysian excess were produced for elite symposia, from which those who potted and painted them were exclu more »
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. Why 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? Painted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vessels 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. Vases depicting Dionysian excess were produced for elite symposia, from which those who potted and painted them were excluded. Sculptors were less lowly but still regarded as "mechanics," with soft bodies and soft minds (Xenophon), "indifferent to higher things" (Plutarch). The seminar addresses such issues as we work to acknowledge our own privilege and biases. Students will read and discuss texts, write response papers and present slide lectures on aspects of the artist's profession.
Terms: Spr | Units: 3 | UG Reqs: WAY-A-II, GER:DB-Hum
Instructors: Maxmin, J. (PI)

CLASSICS 20N: Technologies of Civilization: Writing, Number and Money

The technological keys to the growth of civilization that enabled the creation of complex societies and enhanced human cognition. The role of cognition in shaping history and the role of history in shaping cognition. Global perspective, emphasizing the Western tradition and its ancient Greek roots.
Terms: Spr | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-SI
Instructors: Netz, R. (PI)

CLASSICS 21Q: Eight Great Archaeological Sites in Europe (ARCHLGY 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, Writing 2, WAY-A-II
Instructors: Shanks, M. (PI)

CLASSICS 36: Gender and Power in Ancient Rome

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: WAY-A-II, GER:DB-Hum, GER:EC-Gender, WAY-EDP
Instructors: Trimble, J. (PI)

CLASSICS 43: Exploring the New Testament (HISTORY 111B, JEWISHST 86, RELIGST 86)

To explore the historical context of the earliest Christians, students will read most of the New Testament as well as many documents that didn't make the final cut. Non-Christian texts, Roman art, and surviving archeological remains will better situate Christianity within the ancient world. Students will read from the Dead Sea Scrolls, explore Gnostic gospels, hear of a five-year-old Jesus throwing divine temper tantrums while killing (and later resurrecting) his classmates, peruse an ancient marriage guide, and engage with recent scholarship in archeology, literary criticism, and history.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI
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