WHAT’s IT LIKE? Episode 6: Ms. Roberta Dainotto – A PhD Researcher Specialising in Ancient Greek Philology.

Interviewee: Ms. Roberta Dainotto. Interviewer: Bunny Waring.
Date: 16th July 2021

Welcome to the Classic Department’s series What’s it Like? During these episodes staff, volunteers and students who specialise in all fields of Classics, Archaeology and Museums, will share with you the realities of their jobs. What to be a Linguist? Museum Curator? Archaeologist? Lecturer? Well Travelled Researcher? A Barrier-Breaker? Have No Idea? Then read on!

This week: Ms. Roberta Dainotto.

A PhD Researcher Specialising in Ancient Greek Philology.

 

Name: Ms. Roberta Dainotto
Area of Specialism: Classics.
Topics of Interest: Ancient Greek Rhetoric.
Job Title: PhD student in Classics, specializing in ancient Greek Philology.
Job Responsibilities: I am finalising my PhD studies and this is my current -and only- occupation! This means that I am trying to finally put together a few years in what I wish it will be a good output (fingers crossed). In the meantime, I am also trying to face new challenges and open up new possibilities, since doing just one assignment for months is quite weary some days. Moreover, I aim to prepare the ground for my future steps. Recently, I have succeeded in a selection to a pre-doctoral fellowship at the Harvard University’s Centre of Hellenic Studies (CHS), which will allow me to work simultaneously on a new project for the next year. I am extremely glad of this appointment which will allow me to approach a different subject under the supervision of a new team of professors – a priceless opportunity to consolidate my field of study.

Introduction 

 I am a PhD candidate in the Department of Classics at the University of Crete. I have earned BA and MA degrees in Classics at the University of Catania, which is where I come from. I decided to move to another country because I wanted to approach my subject of study from a different perspective, to enhance my knowledge and skills with the guide of Professors from different backgrounds to mine. The desire of facing new challenges has always lead me to achieve the highest scores, and with the same intention, during my doctorate, I have spent a couple of semesters abroad, respectively at the University of Edinburgh and the University of Reading. I would say that these were the best choices for me, both for my study and my personal growth.

What is your daily life really like?

I actually spend most of my days sitting in front of my laptop, working. This answer may sound banal and monotonous to those who do not do research or deal with more dynamic subjects than ancient texts -although in recent times remote working seems to be the constant for everyone! My life is filled with continuous appointments and deadlines that I try to respect by organising and managing my time in detail. In Greece, we generally do not pursue teaching activities during doctoral research, so much of my daily work often focuses on the same set of activities for long periods. During ‘normal periods’ however, I combine my research routine with seminars and lectures in various fields. I really like to attend these because they help me to look at things from different perspectives and most of the time they give me food for thought for my work or other disparate subjects that I would like to scrutinise further. I dedicate a great amount of time to the University. I like being there as I have immediate access to the library and I can share some pleasant conversations with other colleagues of mine to attenuate the anxiety of writing.

In contrast, under pandemic restrictions, I have stayed home every day, using my desk as my workspace, with lots of folders scattered all around the room. In the long term, such a timetable can be demanding. For this reason, I try to vary my days – alternating my study with long walks in the open or exploring my local area, restoring myself and recharging my batteries or dedicating myself to my friends and family, the best balance to start afresh!

What is the best part of your job?

There are so many things I could mention to answer this question. I will try to list them but I am already pretty sure I will forget something. I have always loved the idea of doing research and dedicating my time to my greatest hobby, which is the study of the ancient world. I think I am blessed with the great opportunity I am benefitting from, and I feel that I am doing what I was meant to. I started studying ancient Greek and Latin back in High School, and after many years, I am still fascinated by learning aspects of the Greek culture, which is so relatable to modern times – in the long run, that has shaped me. Thus, I would say that the first positive aspect of doing research is to explore further a subject you are already interested in. The pressure is high and constant in academia, but the task is stimulating and varied, and this is an excellent incentive, especially considering that PhD research requires a lot of time alone, dedicated to your study. Working on something you are really interested in compensates for all the endless nights and busy days.

One more reason for liking the study of the ancient Greek society is that it highlights the ideals which have founded the basis of western culture, such as democracy, ideals of equality, criticism, justice, acceptance or scrutiny of the other, going beyond unambiguous interpretations and offering plural ways to read an event. Indeed, the awesome thing about studying the past, is its feasibility against modern concerns, providing a great contribution to the modern way of thinking. Overall, Classics teaches you to be boundless in thoughts and respectful of others – two of the best qualities for a human being.

I have been, and still am, so lucky to be in contact with people who have open minds. I would say that this is doubtlessly another aspect to include, namely the chance to continuously enlarge your academic network, meeting many encouraging people who unreservedly give more than you ask for. I have had the opportunity to meet a lot of scholars and fellows during the conferences I have attended, the days spent at University or periods spent in offices other than mine, which have definitely changed my approach to my study and have helped me growing up as a student and as an individual.

The last aspect I think worth noting is the chance to travel a lot. The lack of a set routine, allows more flexibility in plans. Particularly, in my department, PhD students are not asked to work on anything but their specific dissertation so everyone can organise their time as conveniently as possible. Moreover, the participation in conferences or activities far from my department or the need to consult other libraries where some exclusive documents are hosted, results in the encouragement of mobility.

Why do you think your specialism is important?

I have always believed that any individual should spend a bit of their time learning about past cultures. This comes from the strong belief that understanding ancient societies (and more widely, other societies) helps greatly to develop an awareness of what we are surrounded by in contemporary times. Understanding other people’s reactions to specific concerns, serves as an example to our own and can offer solutions. Particularly, my field of study is extremely useful for this. I study the dicastic trials and how the methods of argument employed by individual speakers interfaced, evaluating the ways in which storytelling contributed to the shaping of each case. The importance of competing stories in Athenian courtroom practice, is directly relevant to the idiosyncrasies of Athenian cultural practices and helps to understand the society and its members, by transcending the limits of purely factual and legal questions. I focus specific attention on issues of citizenship, inheritance trials, liturgies and the perception of the self. The broadness of these topics ensures a detailed investigation on themes which are very close to the contemporary us, and it is fascinating to understand what has changed between the ancient ways of thinking and what still remains today.

If you didn’t have the job you do, what else could you apply your skills to?

If I had not had the chance to start a PhD, I rather think I would have become a teacher or, maybe, a publisher. Since I was a child my greatest desire was to write books, especially for use in schools. I had always loved the processes behind publishing, experiencing it as I grew up via my parents working in that field. This is one of the reasons for my choosing Philology as a topic. At some point, I had also wondered about studying either chemistry or engineering. I was very enthusiastic about the idea of producing and contributing to a tactile subject (if I may use this definition), through a more practical approach. In any case, I think that an analytical and critical spirit is also strongly required in the sphere of classical studies – the ingredients of these sciences and humanities are common, although differently applied, and I do not regret my choice!

Did you always want to be what you are today?

This is the toughest question of the form. I still wonder what I am today! A PhD is not an especially defining commitment in your career. You feel part of the University but you are no more a proper ‘student’ than you are a full member of the staff! It is such a liquid position! Overall, this is twofold. On the one side, it gives you all the possibilities at hand, an exciting platform of opportunities on which to build. On the other, the lack of definition and concerns for the future are worrying. This means that throughout the years you alternate stages of comfort and discouragement. But this is part of the game, so in the end you learn to live with this feeling.

However, to answer the question, I would say yes – I have always loved doing research, and I still feel the same enthusiasm as my first day as an undergraduate student.

Where do you hope to be in 5 years time?

I would like to withdraw what I said before. This is the most challenging question! I have really no idea of what is next. I am full of dreams but I need to stay focused on the immediate achievements. Within 5 years I hope my doctoral thesis will be published,  then I could focus on other aspects which really interest me. I hope I would have a position in one of my top universities as a postdoc or a lecturer (may I include the University of Reading, too?!). I assume these would be my next achievements, however, I know how difficult these are to procure, so I try to remain confident but with my feet on the ground. Whatever will happens as long as I am happy, then its convenient. Moreover, I have many other personal goals that I wish to pursue, but I would rather not say them out loud for superstition’s sake!

What 3 tips would you give to someone who wants to follow a similar path?

  • Work hard to gain your goals. It does not matter how long your path takes, how difficult the road would be. All efforts are worthy of the energy spent in the end!
  • Do not think that a success lasts forever. Of course, a good result carries joy and satisfaction, but the fact that you have reached it should incentivise you to go further!
  • Focus on the big picture. Do not be discouraged if something goes wrong and you have not been able to achieve what you have aimed for in one month. Take all opportunities you can, meet as many people possible, do not close your door to extra activities and stay open to academic life and chances. All these things are part of your Ph.D – Do not limit yourself.

A Final Note

I have spent only a short period at the University of Reading- which was meant to last longer, but the pandemic forced the city’s closure. Nevertheless, those months were significant to me. I have experienced many things, from the volunteering activities with the Ancient Schoolroom, to participating in some enlightening seminars. I met the members of a remarkable department and long chats with Professors and colleagues have helped me to produce considerable pieces of my thesis, developing some theories which are now under peer review for publication. I feel lucky to have been part of this great department, and I wish this experience could be followed with other opportunities in future.

A part of the work I have done during my studies at the University of Reading is now published in an article which you can read here and I have recently been awarded a fellowship in Hellenic Studies! 

WHAT’s IT LIKE? Episode 5: Prof. Amy Smith –- A Specialist in Art History, Ancient Greek Ceramics & Classical Antiquities.

Interviewee: Prof. Amy Smith. Interviewer: Bunny Waring.
Date: 18th June 2021

Welcome to the Classic Department’s series What’s it Like? During these episodes staff, volunteers and students who specialise in all fields of Classics, Archaeology and Museums, will share with you the realities of their jobs. What to be a Linguist? Museum Curator? Archaeologist? Lecturer? Well Travelled Researcher? A Barrier-Breaker? Have No Idea? Then read on!

This week: Prof. Amy Smith

A Specialist in Art History, Ancient Greek Ceramics & Classical Antiquities.

 

 

Name: Prof. Amy Smith.
Area of Specialism: I am a classical archaeologist, with a particular interest in: ancient Greek ceramics; ancient iconography; digital classics; ancient religion & politics; museology; reception of Classical antiquities.
Topics of Interest: All of the above, plus female goddesses (esp. Athena, Aphrodite), heroes (esp. Herakles); red-figure painters (esp. the Pan Painter); sensory archaeology (esp. music); materiality.
Job Title: Professor of Classical Archaeology; Joint Head of the Department of Classics; Curator of the Ure Museum.
Job Responsibilities:

Professor of Classical Archaeology: Teach and research Classical archaeology & related subjects (e.g. ancient Greek language, Greek history); encourage, recruit (i.e. find funding for) & supervise postdocs (currently Signe Barfoed, on a Norwegian Research Council Grant) & PhD students. I get a two new PhD students next year, namely Summer Courts, working on ‘The Archaeology of Hidden Identity’ & Caitlin Laurence, working on ‘Statistical and Digital analysis of 6th-4th c. BC Attic pottery found in Anatolia’; engage with the worldwide community of scholars incl. external examining undergrads (currently at KCL) & postgrads (currently external examiner to Leeds PhD); serving on advisory boards & committees (e.g. editorial board for New Classicists & Claros); outreach to schools & other national audiences); & much else!

Joint Head of Department: I share this job with Barbara Goff (which is a godsend) because both of us have other big administrative jobs that we can’t really get rid of—she’s Departmental Director of Teaching & Learning; I’m Curator of the Ure; we divided it along lines that fit with those roles. So while she does the student-facing things I do the outreach & research, incl. postgraduates for the most part. That entails amongst other things organising and hosting our department’s online research seminars, which we’re now (with the speakers’ permission) beginning to share on our Department’s YouTube account. This term I’ve been working with marketing partners on devising a new department website: fun finding pictures & stories but challenging like so many such projects that come from ‘above’ because fitting into the dreaded ‘template’ stifles our creativity.

Curator of the Ure Museum: Of all of my jobs this is the one that is most variable from day to day, week to week, year to year. I’ve been doing it for nearly 21 years now, during which time we’ve had major analogue and digital projects, like redesigning the Ure’s learning environment (i.e. restyling the place) in 2004-5, creating our own bespoke database (https://uremuseum.org/cgi-bin/ure/uredb.cgi), redesigning (twice) & maintaining our museum website, temporary exhibitions, e.g. our upcoming Spotlight Loan from the British Museum: ‘Troy: Beauty and Heroism’ (21 September-12 December 2021; already twice postponed!). Normal day-to-day stuff includes answering scholarly requests about visiting, studying & using our artefacts & archives for research; representing the Ure Museum at network meetings, conferences, etc.; supervising & supporting but not line-managing two part-time members of staff—Jayne Holly (Assistant Curator) & Claudina Romero Mayorga (Education Officer)—and with them recruiting & supervising (& seeking funding for) interns, volunteers, & other helpers; chivvying members of the department staff to help us out from time to time; seeking small and large pots of money to do pretty much everything; and running our own research activities including seminars etc. We have no internal funding, except for staff, & no external funding unless we go out & find it, so everything is on a shoestring, which means we’re very good at putting interns & volunteers to good use (e.g. on our Museum in a box projects & a forthcoming lesson in a box on democracy with Study Higher).

Introduction

I was born in Libya & my dad took credit for my becoming an archaeologist because he took my mum to Leptis Magna when she was pregnant. I think it more likely that my childhood in London inspired me: museums were free, we lived near them, & I ducked into them when it was raining! My English teacher in preparatory school loved the painter J.M.W. Turner so she developed my art historical interests, while my history teacher in secondary school told us all about Minoan civilisations! Shortly after that, I visited Corfu, which I still remember as my favourite childhood holiday (I was already a Gerald Durrell fan). Archaeology finally won out in university when I was lucky enough to be taught Greek mythology by a bronze age archaeologist (Jerry Rutter at Dartmouth). Before I pursued postgraduate studies at Yale, I took a detour into publishing & after a few years as Assistant Editor of the American Journal of Archaeology (a brilliant opportunity, and fun to live in Boston) I realised that I enjoyed the content of the articles slightly more than fiddling with the layout, proofreading etc. At Yale I got to work with Curator Susan Matheson at the Yale Art Gallery & was torn whether to pursue a university or museum career. So when Reading interviewed me in the Ure Museum I jumped at the chance to combine both.

I am very lucky to have a job doing lots of things I love: teaching, helping younger people develop skills, both in the classroom & in the museum, research & much else. Being an archaeologist I am genuinely interdisciplinary: (1) I like how a combination of sources—material culture, ancient texts, scientific analysis, etc.—help us piece it all together; (2) I don’t have to restrict myself to one time period, culture group, or place, because of course cultures have always bumped shoulders with each other and (3) the more I study antiquity the more I realise the importance of intellectual history, that is, understanding how and why our society has inherited perspectives gained from other cultures & societies that have responded to the ‘Classics’ since antiquity

What is your daily life really like?

Working from home during lockdown gives me more of a pattern than I used to have, but either way, I tend to wake up early, take a swim or a run or both, eat a big breakfast (I keep chickens!) and then settle down to my laptop, reading, answering and/or deleting the tonnes of emails I receive. This is all interspersed with meetings & classes in term time, checking my schedule for upcoming deadlines for grant applications, presentations or papers I’ve promised to give, references I need to write, teaching sessions to prepare and the associated marking. Summer term, which is never-ending in times of COVID19, is dominated by marking. If the sun is shining, I might try to take a midday break in the garden or take a walk/cycle ride to an errand, just to get me out of the house. For research, (that I prefer to do in a library), I try to block off time either a whole day or at least a whole afternoon to let me get in the right mindset, but there’s never enough time for research, especially during term time. If I’m doing research or writing at home sometimes a quiet evening might give me the chance to focus without noticing the time passing. I’m a big multitasker so I might cook at the same time (I’m a firm believer in slow cooking, including sourdough bread). Now that we’re allowed into the Oxford libraries again I’m booking as much time as I can—including weekends—to research there.

The Museum work is interspersed throughout my Professor work and often indistinguishable from it, visavis research. A lot of people both within & beyond the University treat me like I’m either Curator or Professor or Head of Department or even web editor, i.e. like I’ve only got one job! Since the first lockdown, I’ve had had weekly meetings with my Ure colleagues so that we can touch base with each other on our many initiatives & what the various interns/volunteers are doing with/for us. In many ways, my curatorial work is my most important ‘teaching’. I’m very proud of the huge number of assistant curators, interns & volunteers we’ve had in the Ure over the years: some have gone on to get their MAs or PhDs & become successful curators or other museum professionals, teachers, lecturers, researchers, editors, filmmakers. I’m just as proud of the others who have developed skills from time spent in museums & academia, such as event planning and marketing.

What is the best part of your job?

The best thing about my job is that no two days or weeks or years are the same: I have worked in lots of different & very wonderful places, with amazing & interesting people.  I have flexibility with my schedule, although—especially nowadays—our work is never done (and this is the worst part). Like most academics, I do maybe an average of 1.5 x more hours than my employers think.

Why do you think your specialism is important?

My work is important for 3 big reasons.
(1) Teaching, (i.e. helping young people learn about their world & how they might contribute to it), is an essential thing & a great privilege.
(2) We need to learn from the past! Archaeology helps us fill in the gaps provided by the biased texts, giving us perhaps a more honest glimpse at real people. To be fair, as an art historical archaeologist I tend to look at the stuff that richer people used, yet it still helps everyone to understand how it has been used, seen & understood by humble people too.
(3) Helping audiences young and old, academic & general to engage with museum content is a brilliant way to bring together teaching, learning about the past, & developing peoples’ interpretative confidence. Anyone can have a good and inspiring interpretation of an artefact that contributes to our understanding of (pre)history. In these three ways, I think I can, and do, make a difference.

 If you didn’t have your current job, what else could you apply your skills to?

If you’ve read this far you’ll know that I’ve dabbled in editorial & museum work; I was taught my proofreading skills when I worked as a paralegal intern! So I’m sure I could apply myself to all of those tasks, ‘tho my best friend in high school & I dreamed of opening a bakery, & I sometimes think that I might enjoy running a pub or café on the river.

Did you always want to be what you are today?

No, only since I watched Indiana Jones (Raiders of the Lost Ark). Actually, that film gave me the excuse to study ‘Classical Archaeology’ as an undergraduate, but throughout that degree, my MA, MPhil & PhD, I just thought I’d push it as far as I could (& as long as I could get funding for my studies—see below). Imagine my surprise when I actually got a job (at Tufts University) & started to think I might actually become a Classical Archaeologist!

Where do you hope to be in 5 years time?

I hope to be a Professor, still at Reading (perfectly situated between London & Oxford, with excellent access to airports), but perhaps not Joint Head of Department anymore. I hope that I’d have had the chance to visit China (I was scheduled to go there in March 2020!) & to take up my Visiting Professorship at University of Queensland (postponed since Autumn 2020) & much more in terms of travel to collections, conferences, etc. If universities go belly up then I’d like to be sailing around the world.

 What 3 tips would you give to someone who wants to follow a similar path?

Don’t pursue academia unless you’re doing it for the knowledge & fun; that is, don’t just do it for the career/job because that might not ever happen. So keep your eyes opened for other opportunities & don’t be afraid to jump out of your comfort zone. The best advice (which I’d like to pass on) was from a friend of a friend in the finance office at Boston University. She said ‘don’t bother with a PhD unless you get a fellowship’. The logic, that if you don’t rise to the top of the pile (of students) at that stage then it will be hard for you to rise to the top later in your career, is unfortunately true. That said, whatever you choose to do, put your all into it, make it work, and have fun: your own enjoyment will enthuse others & make everyone (including yourself) enjoy it that much more.

What to know more?

Head over to the Ure Museum for our new exhibition on Troy or read about the fascinating foot vase at the top of this article here.

MA Colloquim 2021: Current Research Including Identity, Irrigation and Infliction!

Author: Katherine Harloe. Edits: Bunny Waring
Date: 16th June 2021.

 

The Department of Classics welcomes all to the 2021 MA Colloquim, where current researching students give papers on their work in progress.

Join us for some fascinating seminars and discussions online via Microsoft Teams on

Tuesday 29 June 2021 between 10:00am – 5pm

 

ALL ARE WELCOME TO THIS FREE EVENT.

 

Please register by midday, 25 June at https://forms.office.com/r/a3vHf1wPTr
or by emailing execsupporthumanities@reading.ac.uk

 

PROGRAMME

10:00 am: Welcome (Katherine Harloe)
10:15 – 11:15: Session 1

Chairs: Rebecca Lightfoot, Aidan Richardson and Elliot Zadurian

Massimo Rossetti: To what extent did the Romans develop a state centralised water
policy in the late Republic and early Imperial eras?

Curtis Hill: The wealth of the Roman senatorial elite: a source of control or a catalyst for
conflict?
Klara Hegedus: The Catilinarian conspiracy of 63 BCE. The act of a degenerate individual,
or an almost inevitable by-product of the changing political order?

11:15 – 11:30: Break
11:30 – 12:30 pm: Session 2

Chairs: Sue Vincent, Dulcimer Thompson and Jess Wragg

Louis Hope: To what extent did a Panhellenic identity exist during the period from the
beginning of the Persian Wars to the invasion of Persia by Alexander the Great?

Aaron Cox: All roads lead to Rhodes? A brief look into the politics of the Hellenistic
Mediterranean.

Charles Stewart: Demos, aristocracy, and empire: power relations and political
institutions in the Greek cities of Asia Minor under Roman rule.

12:30 – 1:30pm: Lunch
1:30 – 2:30pm: Session 3

Chairs: Aaron Cox, Charles Stewart and Louis Hope

Dulcimer Thompson: Examining the presence and effect of internalised misogyny in the
female characters of Classical literature.

Jess Wragg: Breaking the boundaries: gender nonconformity in Ancient Greece.

Sue Vincent: Hecabe – from magnificent matriarch to murderous mother?

3:30 – 3:45pm: Break
3:45 – 4:45pm: Session 4

Chairs:tbc.

Elliot Zadurian: Unjust deliveries of justice: the implications of the agon and law-court
scenes in ancient Greek Drama.

Rebecca Lightfoot: ‘The Bad Place.’ an exploration of punishment and the afterlife in
Egypt, Greece and the Near East.

Aidan Richardson: Is Plutarch’s claim to be writing “not Histories but Lives” true?
4:45pm: Wrap up/closing remarks

AMPAL 2020-2021 is COMING! Registration is still open! Don’t miss our Keynote speech!

Author: Dania Kamini. Edits: Bunny Waring.
Date: 4th June 2021.

Only two weeks until AMPAL 2020-2021! The event will be held online on MS TEAMS from 17th -19th June 2021. This year’s theme is ‘Fear in Ancient Culture’. We are excited to invite you to this year’s keynote speech, which will be delivered by Professor Fiona McHardy of the University of Roehampton on 18th June at 5pm. 

Please note: Everyone is welcome to this free, online event, but you must register to receive access codes. To do so head to the AMPAL site here: https://ampal2020.wordpress.com/registration/

BEFORE 11th June 2021. 

Fear of Revenge in Euripidean Tragedy (abstract)

Young children in Greek literature are frequently shown as fearful, cowering in the arms of their mothers or nurses. Yet tiny infants such as these can strike fear into the hearts of even the most battle-weary and experienced warriors, and as yet unborn babies can make even mighty kings fearful. Within both political conflicts and wartime disputes, young children are perceived to pose a threat as the heirs of their fathers’ and grandfathers’ enmities. Though small and weak, young boys are the cause of such fear in grown men because of the expectation they will grow up to exact lethal revenge on the enemies of their families in the future. This expectation leaves the children vulnerable to murderous attacks in tragic plotlines. Consideration of extant and fragmentary plays reveals that this unsettling theme was one that Euripides returned to often suggesting that this concept of fear resonated with the fifth-century audience. Through exploration of contemporary ideas about young children and babies as avengers, underpinned by comparative anthropology and psychology, this lecture unravels the dynamics of fear associated with children within the plays of Euripides set within their literary and social context.

All welcome!  We look forward to welcoming you to AMPAL 2020-2021!

Registration for the AMPAL Conference is now open! (Until 10th June 2021)

Author: Doukissa Kamini. Edits: Bunny Waring.
Date: 2nd June 2021.

 

You are warmly invited to register to attend the Annual Meeting of Postgraduates in Ancient Literature (AMPAL) 2020-2021 to be held online at MS Teams from 17th to 19th June 2021! Registration will remain open until 10th June 2021.

The theme of AMPAL 2020-2021 is ‘Fear in Ancient Culture’, about which, Postgraduates from both the UK and abroad will provide a series of presentations on literary, interdisciplinary, and historical approaches. The event will be accompanied by a virtual tour of the Ure Museum, a presentation of a student-curated online exhibition entitled ‘Fear Beyond Words’, and a Keynote Speech by Professor Fiona McHardy (University of Roehampton) on fear of revenge in Euripidean tragedies. You can find a list of titles as well as more details on the Keynote Speech and other aspects of AMPAL on the official website, where a list of abstracts and a programme are available.

To register for this free, online event please click here.

Please contact us at lks19a@reading.ac.uk for any questions and/or special requirements.

Best wishes,

Dania Kamini

Follow AMPAL on Twitter and Facebook

Visit AMPAL website: https://ampal2020.wordpress.com/

Sparta Storymaps – Using ArcGIS for Classical Studies.

[Image of an oblique profile of an ancient marble bust of a soldier in a plumed helmet,
thought to be Spartan General Leonidas, Sparta Museum].

Author: Dr. James Lloyd-Jones. Edits: Bunny Waring.
Date: 28th May 2021.

Sparta. What image is conjured in your mind? The ancient Spartans are often seen as the venerated, the heroes of Thermopylae. But they are also the villains, the enslavers of the helots, and the supporters of eugenics. In fact, the contemporary view of the ancient Spartans as heroic macho warriors is so widespread, thanks to 300, that when we explore the Spartans in more detail, the image that appears can seem surprisingly complex and uncomfortable.

[Image showing a scenic view of the Spartan theatre as stone remains with the Taygetos mountain range in the background].

Not only do we have to deal with the complications of modern interpretations of Sparta (some of them appropriated by political extremists), but we need to tackle the complications of ancient interpretations too. With the lack of any meaningful historical narratives written by a Spartan, the evidence from Sparta itself can be bitty and difficult to interpret. For example, the Classical agora remains unexcavated, and many inscriptions are still untranslated.

The major accounts about the Spartans that do survive are written by non-Spartans such as Herodotus, Thucydides, Xenophon, Aristotle, Pausanias, and Plutarch. They come with their own interpretative issues too. Thucydides fought, and lost, against the Spartans. Xenophon was buddies with a Spartan king. Plutarch wrote nearly half a millennium after the period of Spartan hegemony and dealt in writing engaging biographies. And this is all before we get to the historiographical phenomenon known as the ‘Spartan Mirage’. We are not the only generation for whom the image of the Spartans could be decidedly one-dimensional, over-exaggerated, or dowsed in political and philosophical motives. These are all some of the juicy topics that we sink our teeth into in the third-year module “Ancient Sparta” (CL3SP for those who want to look it up).

[Image of Caitlin’s map showing the Mediterranean with marked estimated trade routes from Port Gytheion].

Studying the Spartans can be an interesting exercise in a world with increasingly complicated sources of opinions, facts, and fictions dressed as facts. So, for one of our assessments, I decided that students might benefit from a digital project that would allow them to explore a facet of Sparta that might appeal to, and be surprising for, a general audience. It also presented an opportunity to think about how we present evidence, and the importance of geography in understanding Sparta, in the form of networks, findspots, and battle sites.

 

[Image showing a scatter map produced by student Alfie to show patterns of spartan military defeats at land and sea between 659 – 371 BCE].

The software that we used is ArcGIS StoryMaps, and you can view some of the work that the students created in the links provided. I was really impressed across the board with the work that was turned in, especially under the trying circumstances of COVID. The examples given here represent the broad spread of topics that everyone covered. The topics range from analyses of Spartan military capabilities to helot revolts, Spartan festivals, votives, trade, colonies, and more. Each of the stories presents a compelling case for taking a more nuanced approach when we ask the question “Who were the Spartans?” and I hope that you will find something of interest in each, I know I did!

Lydia’s “The Karneia: Festival or training camp?
Robert’s “The Best Soldiers in the World.”
Eleanor’s “An Insight into Spartan Religious Cults and Sanctuaries.”
Alfie’s “Just How Invincible Was Sparta?
Katie’s “Motives Behind the Votives.”
Daniel’s “The impact of the Helot Revolts on Sparta.”
Katy’s “Revels and Raves: Religious festivals and celebrations in Ancient Sparta.
Jack’s “Sparta the colonizer: Was Taras really her only colony?
Caitlin’s “A Crack in the Spartan Trade: The Journey of Laconian Pottery.

The “Ancient Sparta” module focused on a series of lectures and seminars, as well as some practical sessions on how to use ArcGIS StoryMaps. There was a lively movie night where we got together to watch 300 (meme competition included), as well as an introduction to some of the archaeological material from Sparta in the Ure Museum of Greek Archaeology at Reading. Finally, we were very grateful to have additional video introductions from colleagues, providing the students with some alternative viewpoints and expertise. Many thanks once again to Paul Chirstesen, Stephen Hodkinson, Tyler-Jo Smith, and Paul Cartledge for their generosity of time and knowledge.

All being well, the module is due to run next year too, when, hopefully, we might be able to do some object-handling in the Ure Museum too. There’s something quite special about being up close to an object that a Spartan dedicated in a sanctuary over 2500 years ago.

 

 

 

 

 

 

[Image of three, small metal objects thought to be cult votives made by Spartans].

WHAT’S IT LIKE? Episode 4: Prof. Barbara Goff – A Specialist in Ancient Greek Literature, Language, Tragedy and their Later Reception.

Interviewee: Prof. Barbara Goff. Interviewer: Bunny Waring.
Date: 21st May 2021

Welcome to the Classic Department’s series What’s it Like? During these episodes staff, volunteers and students who specialise in all fields of Classics, Archaeology and Museums, will share with you the realities of their jobs. What to be a Linguist? Museum Curator? Archaeologist? Lecturer? Well Travelled Researcher? A Barrier-Breaker? Have No Idea? Then read on!

This week: Prof. Barbara Goff

A Specialist in Ancient Greek Literature, Language, Tragedy and their later reception.

 

[Portrait of Prf. Barbara Goff in colour]

Name: Prof. Barbara Goff.
Area of Specialism:
Classics, Literature & Reception Studies.
Topics of Interest: Euripides! How subsequent societies rework Greek tragedy, especially in postcolonial contexts.
Job Title: Co-Head of the Department of Classics and Departmental Director of Teaching and Learning.
Job Responsibilities: Right now I am joint Head of Department with Prof. Amy Smith with responsibility, in the final analysis, for everything that goes on in the Dept; but I mainly oversee the workings of teaching and other inward-facing activities, while Amy oversees research and outreach/publicity, the outward-facing activities. I’m also Departmental Director of Teaching and Learning, which currently means that I am planning what modules the Dept will offer next academic year.

Introduction

[Black and white photograph of an ancient marble sculpture of the ancient Greek playwright, Euripides, holding a mask used by actors in his left hand and a scroll in his right].

I went to a single-sex grammar school where Latin was compulsory if you were any good at French. This was, obviously, hundreds of years ago, when the state-sector still taught Latin, and even Ancient Greek. I was good at Latin but hated it, and wanted to revolutionise how it was taught. Therefore, I continued with Latin, and suddenly found myself doing Ancient Greek too. Needless to say, I fell in love with Greek, and that was that. Sadly, no revolutions at all took place.

What is your daily life really like?

[Ancient inscribed stone showing Latin (upper section) and Greek (lower section) epigraphy – CIL3.7539]

Currently, my daily life is a bit demoralising, like everyone else’s. People who teach and who like to learn, enjoy each other’s company, and often strike sparks from one another; this is harder to do at an online distance. This term I am teaching Ancient Drama, and Latin [Level] 1, and I enjoy them both, (especially the number of emojis that pop up in our chat boxes), but I would love to be back in the classroom. Other than teaching, I keep busy filling in the many forms that the University sends my way and trying to help keep both staff and students happy and productive.
At home I have a husband who is also a University lecturer, so we have the odd tussle over teaching space and whether I am making tea too loudly, and I have a teenage son who helps me out with musical choices, and with learning new names for mind-altering substances. I have another son at University in Swansea, allegedly doing Maths, but a lot of guitar too.

[Portrait in colour of Prof. Alexander Adum Kwapong in Ghanan Academic robes and hat]

When I get a moment I research and I am currently writing about Alexander Kwapong, a Ghanaian classicist who became the first African principal of the University of Ghana, in the 1960s. He later moved into University administration working in Japan and Canada. He seems to have been a charming person, and I am fascinated to read in his various writings how he saw Classics as important to the newly-independent states of post-colonial Africa. He remarks that if Classics does not have all the answers, it certainly poses the important questions; and he stresses the importance of all the humanities, from West, East, and everywhere else, in a world increasingly divided by inequalities of wealth and access to technology. I can get access to much of what he wrote via the internet, and when the British Library is open, I can read much else there.

I see my work as very much part of the decolonising movement in the humanities, both opening Classics up to demographics that might have been excluded, and revisiting Classics with tools that derive from previously excluded demographics.

What is the best part of your job?

The best parts of my job are twofold: the students and my colleagues. It is so encouraging to see new cohorts of young people who are fascinated by the ancient world, and who want to learn more about it, and even put their own stamp on it if they go on to teaching, museums, publishing or further study. My colleagues are an amazing bunch of hard-working and humorous people. It’s great to see them on the small screen (of my laptop) but I like them much better in the corridor of the Edith Morley building, carrying their coffee cups, sandwiches, bits of ancient pottery, or bits of Ancient Schoolroom, and complaining about the university administration.

 

Why do you think your specialism is important?

[The front cover of a book written by Prof. Goff, entitled Classics & Colonialism]

It delights me that our students can go forward into so many fields. It also delights me that so many of them want to teach – they clearly are not put off by their experiences at Reading, but encouraged by them! Many are keen on the heritage sector and they often develop experience in our very own on-site Ure Museum, but in no way do our students feel confined to the ancient world. Most recently we have an alumnus who is a digital marketer, and we have plenty of alumni in IT. Many continue to exercise their communication skills in publishing or other kinds of writing such as journalism or PR. One of my favourite alumni stories is of a student who wanted to get into advertising. When asked the inevitable ‘Why Classics?’, she was able to answer with such passion and enthusiasm that they could see she was the one for them. Others exercise their organisational skills in University administration, school administration, local government or, in one stand-out case, working for the Premier League in Football. Some continue their languages, in positions at the Foreign Office, for instance. Some of our alumni start their own businesses too – I can think of an events organiser and a scuba-diving school – and in so doing, are exercising the skills of the independence and initiative that University study fosters. Of course, some want to do their MA, then their PhD, and eventually become lecturers themselves. I shan’t discourage them…

 If you didn’t have your current job, what else could you apply your skills to?

[A bright orange and yellow sun sets over an ancient Greecian theatre which is filled with specatatores watching a modern performance]

If I had not become a professional Classicist at a university, I rather expect I would have become a teacher, or possibly a civil servant. However, my childhood dream was to be a marine biologist, in order to spend my days watching the corals. I also wondered at one point about being a long-distance lorry driver, but I think that was so that I could sit down a lot and eat fast food. Actually now I remember that when I was much littler, I wanted to be an actress (we said actress in those days) – but a lot of teaching is performance, so I think I am still getting some of that out of my system.

Did you always want to be what you are today?

I did not really have many hiccups along the way, except that as a graduate student I, (and all my fellow students), assumed that we would be unemployable. I spent some time thinking of back-up jobs (see above). The major hiccup I had, was that for many years I taught in the USA, at the University of Texas at Austin, and I assumed I would remain in the States. I had done much of my graduate work in California, so I was very used to the American system of higher education and I enjoyed being part of it. I loved that I had lived in the two most colourful states of all. Coming back to the UK, initially for personal reasons, was a big shock, and the UK university system took quite a lot of getting used to. I landed on my feet here at Reading.

Where do you hope to be in 5 years time?

My research life has changed a lot in the past couple of decades because I write much less on Greek tragedy and much more on classical reception topics. I am very interested in how subaltern populations use material from classical antiquity, so I have a long-term project about classics and the British Labour Party. I am also committed, currently, to the various debates about inclusive Classics.

 What 3 tips would you give to someone who wants to follow a similar path?

  1. If you want to pursue a career that connects up to Classics, don’t be discouraged by people’s stereotypical notion of your discipline; take heart from the people in all walks of life who share your enthusiasm.
  2. At university, take all the opportunities that the Department offers, and throw yourself into your education, and your other activities.
  3. Think of yourself as a work in progress and make that work the best it can be. And remember to seek extra support when you need it, since there are plenty of people around who can help.

What to know more?

If you’re interested in Ancient Greece, or any of the topics above have a look at Prof. Goff’s publications here and here (bottom of the page).

New Events Coming Up! (May 6th-18th 2021)

Edit: Bunny Waring
Date: 5th May 2021.

Our Professors are always up to something interesting and here are some exciting events that you can all join in with!

Prof. Amy Smith (Co-Head of Department and Curator of the Ure Museum) will be speaking to The Art of Fragments Network about Museums and the Heritage Sector here:

What do you get if you cross cutting edge research in the ancient world with creative talent?

Join us for this online series of events to find out.

Free but booking essential

https://www.eventbrite.co.uk/e/the-art-of-fragments-conversations-with-academics-and-artists-tickets-152516048607?ref=estw

 

The Art of Fragments network is pleased to host a series of panel discussions showcasing artistic projects inspired by academic ideas. For each session we’ll be beginning with a panel featuring artists and academics who have been involved in innovative projects inspired by fragmentation. This will be followed by a Q&A with a speaker with experience in the creative industry, who’ll be able to share their tips on how to make projects happen.

The projects featured are all inspired by fragments from the ancient world, and the form of fragmentation.

Session 1: Wednesday 12th May, 11am-1pm (UK time).

Museums and the heritage sector

Featuring poet Josephine Balmer, Dr Charlotte Parkyns (University of Notre Dame), Professor Amy Smith (University of Reading), Dr Sonya Nevin (Panoply Vase Animation Project)

Q&A with Sarah Golding (independent arts producer)

Session 2: Tuesday 18th May, 4pm-6pm (UK time).

Literature

Featuring novelist Yann Martel and poet Lesley Saunders

Q&A with Tom Chivers (Director of publisher and production company Penned in the Margins)

More details on the speakers and their projects can be found on the Eventbrite page. There will be opportunities for small-group informal discussion and networking between and after the sessions.

A third session is planned for the final week of May: details to follow (and will be published on the Eventbrite page).

The organisers would like to thank the British Academy for their kind support

Prof. Tim Duff (Greek History and Literature) will be speaking at the Academy of Athens about [Self-]Praise & [Self]-Blame in Ancient Literature here:

 

The Research Centre for Greek and Latin Literature of the Academy of Athens is delighted to invite you to the 6th online lecture of its 2020-2021 Seminar ([Self-]Praise & [Self]-Blame in Ancient Literature).

Timothy Duff (Professor of Greek, University of Reading), Praise and Blame in Plutarch’s Lives
Thursday, May 6, 5-7pm (EEST, Athens)

Plutarch’s Lives are famously moralistic. We might expect therefore that explicit narratorial praise and blame of the subjects would be common, and that readers would be left in no doubt as to the kind of lessons they should learn. In fact, things are a good deal more complicated. In this paper I will construct a typology of praise and blame in the Lives and explore the ways in which the text does or does not guide the audience’s response to the subjects of the Lives. I will argue that Plutarch constructs his readers not as passive recipients expecting instruction but as actively and critically engaged.

To receive the link to the Zoom meeting, please fill out the form here: https://bit.ly/2QUd2U2

For any questions please contact the organiser (epapadodima@academyofathens.gr).

Summer Seminar Series 2021

Author: Amy Smith & Bunny Waring. Edits: Bunny Waring.
Date: 26th April 2021.

Come one, come all! After a short break, the Classics Department is ready to entertain and educate you all with a new series of free, online seminars.
Join us weekly on Wednesdays at 4pm for our Summer Seminar Series which focuses on the theme ‘Making Classics Better’. In this accessible and inclusive online environment, we welcome a stellar group of speakers from as close as Roehampton and as far as Melbourne to address issues that hamper inclusivity in Classics and/or explore means of promoting diversity in the study of antiquity more broadly.

This theme relates to the work of many of our colleagues and follows on from a successful series of workshops on Inclusive Classics co-organised by our Joint-Head of Department, Prof. Barbara Goff (see out 2020 blog post: http://blogs.reading.ac.uk/classics-at-reading/page/3/.

Below is the full programme and you can join us—for free—by clicking on our events page: https://www.facebook.com/UoRClassics/events/

28 April: What makes classical myth an ideal topic for autistic children? – Susan Deacy (Roehampton)

5 May: Covid+Collapse – Louise Hitchcock (Melbourne)

12 May: Collaboration in UK Classics Education: Reflecting on Ambitions and Realities – Arlene Holmes-Henderson (KCL)

19 May: Disability Studies and the Classical Body: The Forgotten Other – Ellen Adams (KCL)

26 May: Subverting the Classics? White Feminism and Reception Studies – Holly Ranger (SAS)

2 June: TBA – Patrice Rankine (Richmond)

From Banquets to Sappho: Current Research & Recent Publications (2021.2).

Author: Bunny Waring
Date: 21st March 2021

Amidst adapting to e-learning, preparing lectures and caring for students, staff here at the Classics Department have been busy. A key element of academic life is never resting on your laurels. Each lecturer has their own research passions and are constantly writing blogs, papers, books and articles about what they have discovered and why it matters. Here are some of the latest releases from Prof. Rachel Mairs, Prof. Annalisa Marzano, Prof. Katherine Harlowe and Prof. Barbara Goff!

Mairs, Rachel (Ed.) 2021. The Graeco-Bactrian and Indo-Greek World. Routledge.
This volume provides a thorough conspectus of the field of Graeco-Bactrian and Indo-Greek studies, mixing theoretical and historical surveys with critical and thought-provoking case studies in archaeology, history, literature and art.

The chapters from this international group of experts showcase innovative methodologies, such as archaeological GIS, as well as providing accessible explanations of specialist techniques such as die studies of coins, and important theoretical perspectives, including postcolonial approaches to the Greeks in India. Chapters cover the region’s archaeology, written and numismatic sources, and a history of scholarship of the subject, as well as culture, identity and interactions with neighbouring empires, including India and China.

The Graeco-Bactrian and Indo-Greek World is the go-to reference work on the field, and fulfils a serious need for an accessible, but also thorough and critically-informed, volume on the Graeco-Bactrian and Indo-Greek kingdoms. It provides an invaluable resource for anyone interested in the Hellenistic East.

For E and Hard copies click here:
The Graeco-Bactrian and Indo-Greek World

 

 

Bowman, Alan K., Crowther, Charles V., Hornblower, Simon., Mairs, Rachel and Savvopoulos Kyriakos (Eds.) 2020. Corpus of Ptolemaic Inscriptions Part I: Greek, Bilingual, and Trilingual Inscriptions from Egypt. Volume 1. Alexandria and the Delta (Nos. 1–206). Oxford University Press. 

This is the first of three volumes of a Corpus publication of the Greek, bilingual and trilingual inscriptions of Ptolemaic Egypt covering the period between Alexander’s conquest in 332 BC and the fall of Alexandria to the Romans in 30 BC. The Corpus offers scholarly editions, with translations, full descriptions and supporting commentaries, of more than 650 inscribed documents, of which 206, from Alexandria and the region of the Nile Delta, fall within this first volume. The inscriptions in the Corpus range in scope and significance from major public monuments such as the trilingual Rosetta Stone to private dedicatory plaques and funerary notices. They reflect almost every aspect of public and private life in Hellenistic Egypt: civic, royal and priestly decrees, letters and petitions, royal and private dedications to kings and deities, as well as pilgrimage notices, hymns and epigrams. The inscriptions in the Corpus are drawn from the entire Ptolemaic Kingdom of Egypt, from Alexandria and the Egyptian Delta, through the Fayum, along the Nile Valley, to Upper Egypt, and across the Eastern and Western Deserts. The Corpus supersedes older publications and other partial collections organised by a specific region or theme and offers for the first time a full picture of the Greek and multilingual epigraphic landscape of the Ptolemaic period. It will be an indispensable resource for new and continuing research into the history, society and culture of Ptolemaic Egypt and the wider Hellenistic world.

For hard copies and more information:
Corpus of Ptolemaic Inscriptions

 

 

Marzano, Annalisa. 2021. Caesar’s triumphal banquet of 46 BC: A Hypothesis on its Political Significance on the Basis of a Recent Epigraphic Discovery from Pompeii in: politica antica 10: 99-107.

An inscription recently discovered in Pompeii reports how many individuals were accommodated on sets of three dining couches in a public banquet. This information allows us to reconsider the number of people feasted during Caesar’s famous public banquet of 46 BC, suggesting that the number of individuals was very close to the number of people on the corn dole list. Caesar revised this list shortly after the celebrations of 46 BC, drastically reducing the number of recipients; therefore the public banquet of 46 BC may have had a strong political dimension connected to the revision of the corn dole list Caesar was planning.

To read more click here:
Caesar’s Famous Banquet

 

 

Finglass, P.J., Kelly, A. (Eds.) 2021. The Cambridge Companion to Sappho. Cambridge University Press. With chapters by Harloe, K, Goff, B.

No ancient poet has a wider following today than Sappho; her status as the most famous woman poet from Greco-Roman antiquity, and as one of the most prominent lesbian voices in history, has ensured a continuing fascination with her work down the centuries. The Cambridge Companion to Sappho provides an up-to-date survey of this remarkable, inspiring, and mysterious Greek writer, whose poetic corpus has been significantly expanded in recent years thanks to the discovery of new papyrus sources. Containing an introduction, prologue and thirty-three chapters, the book examines Sappho’s historical, social, and literary contexts, the nature of her poetic achievement, the transmission, loss, and rediscovery of her poetry, and the reception of that poetry in cultures far removed from ancient Greece, including Latin America, India, China, and Japan. All Greek is translated, making the volume accessible to everyone interested in one of the most significant creative artists of all time.

See a full list of chapters and papers here:
The Cambridge Companion to Sappho.