Degree | Type | Year |
---|---|---|
2502758 Humanities | OB | 2 |
You can view this information at the end of this document.
This course has no prerequisites.
At the end of the course the student should be able to:
TEMARY
I. The Latin epic or the legitimation of power.
I.1. Origins of the genre. Mythic origins of the Homeric matter and the archaeological evidence: the Mycenaean civilization and Troy.
I. 2. Homer. The Iliad and the Odyssey.
I. 3. Ennius and the Roman epic.
I. 4. Virgil and the literature of the Augustan period.
I. 5. Commentary on the Aeneid. Reception of the work.
MANDATORY READING: reading of the Aeneid (books I-IV, VI, VIII and XII).
II. Latin lyric poetry.
II. 1. History of the genre. The Greek lyric poets.
II. 2. Lyrical Catullus. Horace.
II. 3. Horatian motifs and their influence on universal literature.
II. 4. Commentary on a selection of Odes and Epodes.
MANDATORY READING: reading a selection of Greek lyric poems, Catullus and Horace. BLOCK III. The rhetoric the oratory The art of speaking well. From the winged words of Homer to Cicero. The current oratory. Speech analysis. III. 1. Oratory in classical Greece and the Hellenistic period. Oratory in Rome (until Cicero). III. 2. Cicero. Commentary on the Defense of the poet Árquias. III. 3. Oratory workshop (according to the Romans). Primary sources, objectives of oratory, parts of rhetoric, rhetorical figures. III. 4. Modern oratory workshop. Speech analysis: those of Brutus and Mark Antony in J. L. Mankiewicz's adaptation of Shakespeare's Julius Caesar; selection of speakers from the s. XX and XXI MANDATORY READING: reading of the speech in Defense of the poet Archias, by Cicero. IV. The fable, the tale and the Latin novel. IV. 1. History of the genre. From the Greek rose novel (Daphnis and Cloe) to the parodyof the genre in Latin (Satíricon of Petroni). IV. 2. An enchanting story in Apuleius' Metamorphoses: the Tale of Psyche and Cupid. MANDATORY READING: Selection of episodes from Petroni's Satíricon. Watched Fellini's Satyricon. Reading to choose between Daphnis and Chloe by Longus and the tale of Psyche and Cupid by Apuleius.
III. Rhetoric and Oratory. The art of speaking well. From Homer's 'winged words' to Cicero. Contemporary oratory and speech analysis.
III. 1. Oratory in classical Greece and in the Hellenistic period. Oratory in Rome (until Cicero).
III. 2. Cicero. Commentary on the Defense of Archias.
III. 3. Oratory workshop (according to the Romans). Primary sources, objectives of oratory, parts of rhetoric, rhetorical figures.
III. 4. Modern oratory workshop. Speech analysis: Brutus and Mark Antony in J. L. Mankiewicz's adaptation of Shakespeare's Julius Caesar; selection of speakers from the 20th and 21st centuries.
MANDATORY READING: reading of the speech in Defense of Archias, by Cicero.
IV. The tale and the Latin novel.
IV. 1. History of the genre. From the Greek novel (Daphnis and Cloe) to the parody of the genre in Latin (Satyricon by Petronius).
IV. 2. A captivating tale in Apuleius' Metamorphoses: the Tale of Psyche and Cupid.
MANDATORY READING: Selection of episodes from Petronius's Satyricon. Fellini's Satyricon. Reading to choose between Daphnis and Chloe by Longus and the tale of Psyche and Cupid by Apuleius.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Lectures | 33 | 1.32 | 1, 2, 5, 6, 4, 8, 7, 9, 10, 11, 3 |
Type: Supervised | |||
Comentaris de llibres, poemes, pel·lícules, vídeos... | 6 | 0.24 | 1, 2, 5, 6, 4, 8, 7, 9, 10, 11, 3 |
Type: Autonomous | |||
Group work and study | 40 | 1.6 | 1, 2, 5, 6, 4, 8, 7, 9, 10, 11, 3 |
Mandatory Readings | 62 | 2.48 |
When following continuous assessment, attending to the lectures is key to successfully complete this subject. Students are expected to work throughout its duration, and commentary of the readings and cinema talks are scheduled throughout the course. Students will have to carry out a course work on some aspect of the subject's program, in group, that is demonstrative of the contents taught and studied. This work will be defended orally.
Since numerous research studies attest that reading on paper improves the comprehension and retention of contents, while allowing for a better critical reflection, we highly recommend to print the materials on the CV, and to complete activities and exercises on paper.
On the other hand, the use of digital devices (tablets or laptops) and mobiles in the classroom are restricted to teaching activities, and always under the professor's consent.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Oratory session. Short argumentative exposition of 3 min. | 10% | 1.5 | 0.06 | 4, 8, 3 |
Oral presentation in group on a subject determined by the professor | 30% | 4.5 | 0.18 | 1, 2, 5, 6, 4, 8, 7, 9, 10, 11, 3 |
Written test consisting of short answer and essay questions | 30% | 1.5 | 0.06 | 1, 2, 5, 6, 4, 8, 7, 9, 10, 11, 3 |
Written test consisting of short answer and essay questions | 30% | 1.5 | 0.06 | 1, 2, 5, 6, 4, 8, 7, 9, 10, 11, 3 |
I. CONTINUOUS ASSESSMENT
WEIGHT OF ASSESSABLE ACTIVITIES:
35%: Written test consisting of short answer and essay questions (UNITS 1 & 2).
30%: Written test consisting of short answer and essay questions (UNITS 3 & 4).
5%: Oratory session (short argumentation of 3 minutes on a topic using oratory strategies). (Attendance is mandatory).
25%: Oral presentation in group about some aspect of the course program. 30 May, 11 and 13 June (Attendance is mandatory).
5%: Participation in debates, comments on readings, etc...
IMPORTANT REMARKS
II. SINGLE ASSESSMENT
WEIGHT OF ASSESSABLE ACTIVITIES:
60%: Written test consisting of short answer and essay questions (UNITS 1, 2, 3 % 4). 28 May.
15%: Written work, with personal reflection, on the mandatory readings of the course (see contents). Due date: May 28.
25%: Oral presentation in group about some aspect of the course program. 30 May (Attendance is mandatory).
IMPORTANT REMARKS
GENERAL BIBLIOGRAPHY
BEARD, Mary (2016). SPQR: Una historia de la Antigua Roma, Barcelona: Crítica.
BEARD, Mary (2013). La herencia viva de los clásicos, Barcelona: Crítica.
CODOÑER, Carmen (ed.) (1997). Géneros literarios latinos, Salamanca: Universidad de Salamanca. Servicio de Publicaciones.
CODOÑER, Carmen (ed.) (1997). Historia de la literatura latina, Madrid: Cátedra.
FERRERO HERNÁNDEZ, Cándida (2006). Textos de literatura europea y tradición clásica, Bellaterra: Servei de Publicacions UAB.
GRAFTON, Anthony; MOST, Glenn W.; SETTIS, Salvatore (eds.) (2010), The Classical tradition, Cambridge/London: Belknap.
GRIMAL, Pierre (2005). Historia de Roma, Barcelona: Paidós.
HARDWICK, Lorna; STRAY, Christopher (2011). A Companion to Classical Receptions, Malden (Massachusetts):John Wiley & Sons. Disponible online.
HOWATSON, M. C. (1991). Diccionario de la literatura clásica, Madrid.
JENKINS, Richard (ed.) (1995). El legado de Roma. Una nueva valoración, Barcelona: Crítica.
JENKINS, Richard. (2015). Un paseo por la literatura de Grecia y Roma, Barcelona: Crítica.
JERPHAGNON, L. (2007). Historia dela Roma antigua, Barcelona: Edhasa. Ensayo histórico.
JONES, Peter (2013). Veni, uidi, uici. Hechos, personajes y curiosidades de la antigua Roma, Barcelona: Crítica.
KALLENDORF, Craig W. (ed.) (2007). A Companion to the Classical Tradition, Malden (Massachusetts): Blackwell.
WALDE, Christine (ed.) (2012). The Reception of Classical Literature (Brill’s New Pauly Supplements, 5), Leiden-Boston: Brill.
WEB RESOURCES
None.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 1 | Catalan | second semester | morning-mixed |
(TE) Theory | 1 | Catalan | second semester | morning-mixed |