CLASSIC 19 – Fiat Lux Freshman Seminars: Invisible Odyssey: Ralph Ellison and Homer
Instructor(s): Bryant Kirkland
Study of Ralph Ellison’s 1952 novel Invisible Man alongside portions of Homeric epic, especially Odyssey. In his essays, Ellison writes of his interest in ancient myth and use of Odyssean trickster figure; but his specific appropriation of ancient epic deserves further examination. Students place Ellison directly in dialog with Homer. Reading Invisible Man in conjunction with select portions of Greek epic, students analyze how Ellison’s fiction, more than being simply indebted to antiquity, actively reworks ancient mythological motifs to forge complicated heroism for his unnamed African-American protagonist. Specific topics include comparative notions in Homer and Ellison of individualism, class, brotherhood; and meanings of invisibility. Part of growing Black Classicism field, students consider how Ellison’s renovation of classical myth resists or subverts assumptions about what classics is; and to whom and for whom it speaks. Class meets January 14, 28, February 11, 25, March 11.
CLASSIC 19 – Fiat Lux Freshman Seminars: UCLA Architecture and History of Westwood
Instructor(s): Robert GurvalIntroduction to history of UCLA through weekly walking tours, looking closely, and learning about architecture of Westwood campus. Each meeting held at different location. Beginning at Founders Rock (northeast corner of Murphy Hall), students learn about original campus on Vermont Avenue and move to Westwood 10 years later. Each building or site tells its own story. Students learn of first University architects–brothers Allison and Allison, and George Kelham–and their bold ambitions for new campus. Names of campus buildings remember early professors and department chairs, forward-thinking administrators, or prominent alumni such as Ralph J. Bunche (first African-American Nobel Peace prize recipient). Students survey and consider functional design, architectural style, and art decoration of these first buildings. When understood in its historical context, architecture can inform us about ideologies and values of contemporary times.
CLASSIC 20 – Discovering Romans
Instructor(s): Zachary Borst. Teaching Assistants: Liam Albrittain, Zakarias Gram, Mary Anastasi, Julianna Lewis, Elliott PirosStudy of Roman life and culture from time of city’s legendary foundations to end of classical antiquity. Readings focus on selections from works of ancient authors in translation. Lectures illustrated with images of art, architecture, and material culture.
CLASSIC 51A – Art and Archaeology of Ancient Greece
Instructor(s): John Papadopoulos. Teaching Assistants: Rachel Wood, Eden Franz, Paolo Sabattini, Andrew Lifland, Baisakhi SenguptaSurvey of major period, theme, or medium of Greek art and archaeology at discretion of instructor.
CLASSIC 88GE – General Education Seminar Sequences: Sex, Gender, and Identity in Ancient Greece
Instructor(s): Ella HaselswerdtStudy asks how ancient Greeks understood differences in gender and sexuality; how their gendered identities intersected with other identity categories such as race, class, and citizenship status; and what any of this has to do with people today. Exploration of these questions using wide-ranging selection of ancient evidence including philosophy, literature, medical writing, legal texts, magic spells, and art objects. Aim is not only to reconstruct the past, but to better understand history of modern preconceptions and assumptions about identities that structure daily lives and fundamentally undergird thinking.
CLASSIC 130 – Race, Ethnicity, Identity in Greco-Roman World
Instructor(s): Lydia SpielbergExamination of construction of racial and ethnic identities in Greco-Roman world and ways that ancient texts and study of antiquity have influenced Western constructions of race. Case studies include both ethnographic constructions of other by dominant groups (e.g. invention of stereotypes like barbarian and noble savage) and experiences of members of marginalized groups within dominant cultures (e.g. Egyptian identity in Hellenistic Egypt, Greek, Syrian, and Jewish identity in Roman Empire).
CLASSIC 137 – Ancient Lives: Art of Biography
Instructor(s): Robert GurvalStudy of origins, development, and practice of writing lives (i.e., biography) represented in cultures of ancient Greece and Rome. Readings include examples from Greek and Roman lives of Plutarch and lives of Roman Emperors (Caesars) by Suetonius. Comparisons with modern biographical traditions in literature and film.
CLASSIC M146B – Plato–Later Dialogues
Instructor(s): Ryan Cook(Same as Philosophy M101B.) Study of selected topics in middle and later dialogues of Plato.
CLASSIC 161 – Women’s History in Ancient Mediterranean
Instructor(s): Amy RichlinOverview of approaches to problem of writing women’s history in ancient Mediterranean world. Topics include law, medicine, work, religion (pagan, Christian, Jewish), and literature, with particular attention to themes of war, slavery, and sex trafficking. Exercises train students in critical use of primary documents and ancient sources, including inscriptions and other forms of material culture.
CLASSIC 191 – Capstone Seminar: Classics: Praise and Blame in Greece and Rome
Instructor(s): Lydia SpielbergPraising and blaming lie at root of much Greek and Latin literature, from Homer’s klea andron, to celebratory odes of Pindar and Horace, to acidic iambs of Archilochus or Catullus; from Funeral Oration to Philippics. But this genre–so fundamental in antiquity–is often uncomfortable or incomprehensible for we moderns: did anyone in ancient audience really enjoy hearing three days of speeches about greatness of current emperor and absolute evil of his opponents? or two-hour laudation of beauties of basilica in which they were standing? Study looks at praise and blame across genres and eras in Greek and Latin literature, from Homer and Hesiod to exercises in praising and blaming that trained elementary students of rhetoric in Late Antiquity; and from variety of ancient and modern perspectives including social role of praise- or blame-poet, rhetorical techniques and theories of praising and blaming, political and subversive readings of praise, and epideictic rhetoric as source of pleasure.
GREEK 2 – Elementary Greek
Instructor(s): Richard EllisElementary Greek sequence.
GREEK 8B – Elementary Modern Greek
Instructor(s): Elias PetrouIntroductory modern Greek sequence, with emphasis on spoken modern Greek.
GREEK 100 – Readings in Greek Prose and Poetry
Instructor(s): Alex PurvesIntroduction to developing skills of reading longer, continuous passes of original Greek prose and/or poetry texts, with attention to literary and cultural background. Course is normally requisite to other courses in Greek 100 series. May be repeated for credit with change of assigned readings and with consent of instructor. P/NP or letter grading.
GREEK 105 – Euripides
Instructor(s): Ella HaselswerdtWork in reading and grammatical analysis of prose texts.
GREEK 110 – Study of Greek Prose
Instructor(s): Bryant KirklandWork in sight reading and grammatical analysis of Attic prose texts; writing Attic prose.
LATIN 1 – Elementary Latin
Instructor(s): Patrick Callahan, Samuel BeckelhymerElementary Latin sequence.
LATIN 2 – Elementary Latin
Instructor(s): Samuel Beckelhymer, Benjamin Davis, Benjamin Radcliffe, Jasmine Akiyama-kimElementary Latin sequence.
LATIN 100 – Intermediate Latin: Introduction to Reading Latin
Instructor(s): Amy RichlinIntroduction to developing skills of reading longer, continuous passages of original Latin prose and/or poetry texts, with attention to literary and cultural background. Course is requisite to advanced reading courses.
LATIN 105A – Beginning Vergil: Selections from Aeneid I-VI
Instructor(s): Robert GurvalReading of one or more books from first half of “Aeneid,” designed especially for students with only limited experience in reading Latin poetry.