Aims

"An honourable man", a rebel with a cause, human sacrifice and a dutiful daughter... Greek literature has supplied themes and personalities which have inspired artists of all kinds throughout the history of Western culture. Combining detailed analysis of individual works with the study of overall themes and issues, this module aims to explore the impact Greek literature has had on Western literature, music and art. Central texts include Plutarch's Lives & Shakespeare's Julius Caesar, works inspired by Sophocles' *Antigone*. Themes studied include questions of transformation and adaptation - crossing genres, crossing cultures - and questions of classical subjects harnessed to modern causes and ideas. Aspects of Dr. Phillippo’s own research - some of it in progress - feed into the module. The principal texts will be supplemented by material from other genres and media: poetry, opera and the visual arts. All non-English works to be studied in translation.

This module aims:
•To promote understanding of and insight into questions of cross-cultural inspiration and adaptation raised by the 'reception' of Greek literature in the Western cultural tradition.
•To develop skills in critical analysis, applied to the relationship between a work of literature and its literary source;
•To develop flexibility in applying skills of literary analysis in different contexts, extending these particularly to texts and other artistic works from outwith the classical world.

Outline Of Syllabus

The module explores the impact Greek literature has had on Western literature, music and art, combining detailed analysis of individual works* with the study of overall themes and issues.

Teaching Rationale And Relationship

Lectures are designed to:

- introduce students to the overall approaches and techniques involved in studying the Classical tradition;
- introduce students to the background of the various texts (etc.) studied and to illustrate the application to details of the texts of overall issues both regarding the texts themselves and regarding the themes of the module
- provide guidance on preparing for the assessments.

Recorded 'lecture materials' as part of structured guided learning are designed to supplement the in-person lectures, providing for example: further examples demonstrating the ideas and approaches on the texts (etc.) introduced in the lectures; illustrations and explanation for independent learning activities and lecture preparation set in relation to lecture content.

Groupwork and discussion within lectures, workshops and small group sessions, as well as structured guided learning, research and reading activities, are designed to:

- give students the chance to enhance their understanding of the ideas and approaches presented, by applying these for themselves to illustrative excerpts of texts (etc.);

- develop students' skills of interpersonal communication

Small group sessions and some workshops are designed to give students the opportunity to apply in depth, with advance preparation, the ideas and approaches encountered in lectures, to aspects of the central set texts studied; to lay the foundation for material which they may include in the submitted assignment; and to develop their skills of oral and interpersonal communication.

The Drop-in/surgery hour allows students to seek further clarification on aspects of the assessment tasks.

Assessment Rationale And Relationship

The take-home examination requires students to correlate and compare detailed material from pairs of comparative texts (or other creative works influenced by specific texts and aspects of the classical world). The open book format tests the students' skills of working within a restricted time-frame to a specific tight brief, while allowing students to consult the range of primary material necessary for a strong detailed analysis.

Assignment:
The assignment tests students' ability to apply skills (of literary and visual analysis) and concepts learned in the first half of the module, and skills of initiative and communication.

While the total word count for the two summative assessments (2,200 & 2,400) is slightly over the normal limit, the reason for these word count limits is the same as those for which an assessment tariff exemption was granted in the past: i.e. that in a comparative module of this kind each point requires students to cover material from two texts, so every point takes more words to make.

Note that the take-home paper is *not* designed as a take-home online equivalent of a standard exam paper. The 48-hour take-home format is designed to test skills in selecting, correlating and comparing in detail relevant primary material, while working within a restricted time-frame to a specific tight brief.
It follows that there is no specified ‘expected time to complete this paper’, apart from the overall 48-hour limit. The length is defined by the word limits set.

Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.

Study-abroad, non-Erasmus exchange and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.