What a Year!

Author: Bunny Waring.
31st December 2020

As the end of 2020 draws near it is time to take stock of all that has been survived and learnt over the last 12 months. From Brexit to COVID19, 2020 has required us all to react, adapt and rethink the way we teach, learn, communicate, organise, care and progress. Here, some of the Classics community at the University of Reading have shared their most memorable experiences.

Barbara Goff – Professor of Classics and Co-Head of Department says:

“A shout-out to the colleagues who organised our thrice-weekly coffee mornings in the first lockdown, keeping us all connected and moderately sane; to the colleagues who experimented with different Teams backdrops, keeping us highly entertained as their hair flew about into various enthralling scenes; to the cleaning staff who went above and beyond; to the support staff with whom I was suddenly having conversations about interior décor; to the brave students who suffered through meetings in my (very spacious) office with the arctic gale blowing through my (virtuously opened) window; to the students who studied my module Transformations of Helen online, contending with dodgy mics and cameras, but nonetheless reading carefully and responding critically; to the students who persisted in coming on to campus, enduring the view of me teaching in my Jimi-Hendrix-headband-visor. Here’s to slightly less embarrassment in the New Year!”

Eleanor Dickey – Professor of Classics says:

“It’s been great fun! First, all the conferences I’d agreed to go to were cancelled because of lockdown, enabling me to get to know my family again and also to do some real research. (Okay, so I still did not completely finish my book. But I tried!) Then in the autumn, I was able to continue teaching in person by switching my first-year module ‘Texts, Readers and Writers’ from the usual lecture-and-seminar format to a seminar-only format. So we were able to do all kinds of fun, interactive activities such as ethopoeia, an ancient rhetorical exercise in which students tell the story of a literary work from the perspective of one of the characters. The students became very good at this, and some of them were very creative filling in bits of the minor characters’ stories; it was lovely to hear their productions. And the MA Approaches module had 12 students, twice as many as the most I’ve ever had in it before, and every single one was a fun person to teach!”

Jackie Baines – Teaching Fellow and Admissions Tutor says:

“With the coming of online teaching due to the pandemic, came the making of screencasts for our lectures and teaching. In response to this new teaching environment, I made some screencasts to explain grammar points for the students of the beginner’s Latin language module. In Microsoft Stream, these screencasts come with automatic captioning and these captions struggle to reproduce exactly what is being said, particularly with unfamiliar Latin words. The resulting captions were some of the funniest things I have read all year. A new view of Latin 1st and 2nd declension noun endings! Below is a sample of how a few minutes of grammar were translated.

Enjoy the adventures of Sir Warham dative and others!”

·(Timing)1:22 -First attention feminine puella.
· 01:25 -Accused him to Alam genitive plural. I dated through a lie
· 01:30 -ablative por la. It is actually along a dirt poor law. Plural
· 01:35 -nouns up well, I accused of porlas genitive por la room.
· 01:41 -Dative and ablative Hoooly Screw
· 01:44 -Elise. And the second attention masculine ending in US.
· 01:49 -Sadwith nominative singular said woman accused of said, we
· 01:54 -genitive said whoa and said, whoa, same endings dative a
· 02:00 – narrative singular plural nominative said we accused of
· 02:04 – said worst genitive plural. Sir Warham Dative, and ablative
· 02:09 – serwis serwis do look at any similarities so you can see in
· 02:16 – the date of inhabited plural ISI
· 02:19 – SIS. And I asked both the 1st and 2nd declension. There is a.
· 02:25 – A similarity is there not between the genitive plural? Who
· 02:29 – are Lauren and the genitive probe Sir war room our room, or
· 02:34 – am so just be aware of that poor Lisa and a stem-nouns, so that’s
· 02:39 – hence the A in there. Also note that there are cases where there
· 02:44 – they are the same as each other, but of course the case could be
· 02:49 – different. So if you got poor
· 02:52 – lie. Could be genitive singular plural, I could be
· 02:55 – dated singer, or it could be nominative plural.
· 02:59 – In the second collection, masculine said we could be
· 03:03 – genitive singular or nominative plural, so you’ve got to lookout
· 03:08 – for those kind of differences.
· 03:11 – This week we will look at nouns which have a slightly different
· 03:14 – ending. In the second
· 03:16 – declension. But nominative singular, like we’re poor.
· 03:21 – Lee, bear again.
· 03:24 – They.
· 03:26 – Look different there, but their
· 03:28 – endings. Immediately become the same. It just depends what you
· 03:33 – and add it onto. So poor boy, poor prayer room, Prairie.
· 03:38 – Libre. A book becomes Libre Libre, so sometimes it
· 03:43 – retains the E. Sometimes it loses the E and then the
· 03:47 – important thing to note is what is this the purpose of these
· 03:52 – cases? What do they do? We’ve already seen that the nominative
· 03:56 – is for the subject of the
· 03:58 – sentence. Accused of is for the object of the sentence. The
· 04:04 – genitive is for the possessor of
· 04:07 – an object. So the goals book or the book of the girl. The
· 04:11 – girl would have to go into the genitive case.
· 04:15 – In English, the genitive is often represented by of or an
· 04:20 – apostrophe, so just watch out what’s going on there, date if
· 04:25 – it’s two or four, the word dative comes from a Latin verb,
· 04:31 – which will be looking at this week, and it becomes a learning
· 04:36 – verb to learn. Doe Dorie I give.
· 04:40 – So give two SO two or four. You’re giving a book to the girl
· 04:47 – you need to put her Twilight into the dative, where lie to
· 04:53 – the slave said. Woe to the
· 04:55 – slaves serwis. And the ablative is used for by with or from,
· 05:01 – very often with prepositions, and sometimes without
· 05:05 – prepositions. So if we’re going with a sword gladi Yo, and you
· 05:10 – need the ablative case.
· 05:14 – So that also brought in at this point are the second attention
· 05:18 – neuter nouns. The majority of endings from genitive onwards
· 05:21 – are the same as second declension masculine, but what
· 05:25 – you need to note is that in normative singular ends in, Umm.
· 05:30 – And they could have similar. Singular is the same, UM then?
· 05:36 – In the plural, Bella Bella surrendered a so there could be
· 05:40 – some confusion with other nouns. So just be careful. You will
· 05:44 – have to learn a list of neuter
· 05:46 – nouns. Sometimes that’s all you can do, or most
· 05:50 – times all you can do you have to learn the list.
· 05:54 – And finally, this week will be looking at prepositions which
· 05:59 – take the ablative, and they’ve got our AB by or from.
· 06:05 – AOX from out of so the difference between R and AB or A
· 06:10 – at X if it’s just the R or the A, The next word begins with a
· 06:16 – consonant. If the next word begins with a vowel, will have
· 06:20 – to say AB or X come means with…

The Price of Purple – The Procurement of Dyes and Colourants in the Ancient World.

Archaeology Magazine has recently published an article on new archaeological evidence of a robust dye industry, that endured on the Mediterranean coast for millennia. University of Reading’s Prof. Annalisa Marzano of the Classics Department has provided expert analysis alongside an interdisciplinary board of specialists, on how archaeological finds can offer insights to the procurement, production and purchasing of dyes in the ancient world. Read The Price of Purple HERE.

 

Seminar Series Programme -Autumn 2020

The Department of Classics’ Autumn 2020 seminar series will take place on Wednesdays at 4pm, via MS TEAMS. To request a link to attend one or all of the following sessions, please email a.c.smith@reading.ac.uk

7 October: Prof. Thorsten Fögen (Durham), Rival or ally? Competition, controversy and polemics in ancient technical discourse

14 October: Dr Maria Pretzler (Swansea), The Beginning of the Peloponnesian League – not quite as Herodotus tells it?

21 October: Dr Chris Stray (Swansea), Uncovering Kenneth Dover: A scandalous eminence.

28 October: Dr Jennifer Cromwell (Manchester Metropolitan), The use of indigenous languages in conquest societies: the case of Coptic in early Islamic Egypt

11 November: Prof. Fiona Macintosh (University of Oxford), Archiving and Interpreting Performance

18 November: Dr Jack Hanson (Reading), Cities, temples, and scale: A comparative approach

25 November: Dr Julia Hamilton (Leiden), Secondary epigraphy in Old Kingdom Saqqara

Fear in Ancient Culture

The 15th Annual Meeting of Postgraduates in Ancient Literature 2020 University of Reading, Department of Classics
Monday 15th and Tuesday 16th of June 2020

The Department of Classics at the University of Reading is delighted to host the 15th Annual Meeting of Postgraduates in Ancient Literature (AMPAL) in 2020. The theme for this year is Fear in Ancient Culture.

This year’s AMPAL includes a tour of the Ure Museum of Greek Archaeology, our departmental museum founded by Percy and Annie Ure. In addition to the museum’s permanent display, we are proud to present two temporary displays: the British Museum’s Spotlight loan on the theme of Helen and Achilles: beauty, heroism & the fall of Troy, and an inaugural student exhibit, Fear Beyond Words.

We are delighted to announce that the AMPAL 2020 Keynote Speech will be delivered by Professor Fiona McHardy (University of Roehampton). The speech will be open to all university members and the general public.

Fear is a driving force behind human action that can push people to exceed their own expectations or prevent them from acting at all. As a powerful motivator and emotion, fear has a pervasive presence in ancient life and thought, which is also reflected in literature in multiple ways relating among others to motivation, social interaction and power dynamics. Furthermore, as early as Aristotle’s Poetics, fear had already been understood as a ruling force and a powerful notion even for the construction of literary genres, especially of tragedy. While evaluating the ancient literature as an integral part of understanding such a concept, the diverse influences of different fields of study, such as literary criticism, political theory, psychoanalysis, and philosophy, can add valuable insights.

In this context, AMPAL 2020 invites presentations on fear from literary or interdisciplinary approaches. Questions as to how fear can be defined, who, how and why, causes fear, how fear is related to other aspects of ancient thought, how the sense of fear grows or fades, how this notion forms the interaction among humans or between mortals and gods,

and the role of language in the creation of a fearful or fear-free context, are all considered to be substantial aspects of this year’s theme.

Suggested topics on fear may include, but are not limited to:

  • Fear and literary criticism, meta-poetical or reception analysis
  • Fear and other emotions; fear disguised as other emotions; fear and the sense of respect; fear and related notions and experiences; fear and the five senses or other body reactions
  • Cognitive and behavioural approaches to fear, and emotions in general
  • Fear and the manipulation of memory
  • Fear and the construction of myth and heroic profiles or/and social or political identity
  • Fear and power play; the control of political dynamics; the promotion of political agendas and ideas
  • Psychoanalytical approaches to fear; gendered fear; fear as a significant aspect of rites; fear as anxiety
  • Fear of the other (Orientalism, Amazons etc.); philosophical approaches to fear; fear and the fundamental existential questions
  • Depictions and illustrations of fear in ancient art and material culture
  • Aspects, perceptions and depictions of fear in late antique and early Christian literature and thought; reception of the ancient concept of fear in early modern literature

The Department of Classics at Reading invites postgraduates of every level to submit an abstract of 250-300 words for a 20-minute paper followed by 10-minute discussion by the 21st of February 2020. Abstracts should be sent as an unnamed PDF to readingampal2020@reading.ac.uk. Please include your name, university affiliation, programme and year of study in the body of your email and not in the abstract.

AMPAL 2020 is open to all undergraduate and postgraduate students in any relevant discipline as well as to the general public. Details on the registration fee, the conference dinner and other relevant procedures will be announced in due time. All welcome!

Further information on the exact location of the conference and other events attached to AMPAL 2020 can be found at its website.

Please keep an eye on AMPAL 2020 website and to AMPAL Facebook and Twitter for further announcements. Feel free to follow us on Facebook and Twitter and spread the word!