Module CLAS2151: Traditions of Epic

Department: Classics and Ancient History

CLAS2151: Traditions of Epic

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To study the concept and history of epic, drawing on representative examples of Greek and Roman epic along with texts from other cultures, to introduce students to a wide range of approaches to the study of epic including its role as a device for memorialisation, and to explore the ways in which the genre developed in Greece, Rome, and beyond.

Content

• Ancient epic lies at the heart of the construction of a ‘Western’ literary canon, and has influenced writers from the Middle Ages to modernity.
• At the same time, epic is the only classical genre which is regularly studied in relation to poems which do not belong to the Greco-Roman literary tradition.
• This course approaches ancient epic both as a cornerstone of European literature and as traditional poetry comparable to other epic traditions from all over the world.
• It explores the tensions between different approaches to epic.
• It examines issues of authorship, traditionality, social context, memorialisation, intertextuality, reception.
• It offers a close study of representative texts such as Homer’s Iliad and Odyssey, Apollonius’ Argonautica, Virgil’s Aeneid, and Ovid’s Metamorphoses.

Learning Outcomes

• A knowledge of the major examples of Greek and Roman epic, as well as 'epics' from other cultures; a knowledge of the relevant approaches to epic as a genre, and of the development of the genre in Greco-Roman antiquity.

• An ability to handle a wide range of diverse and complex epic narratives, to place them in their generic, cultural and historical context, and to discuss in an informed and sophisticated way the issues raised by diverse modern approaches such as oral-traditional research and comparative and reception studies.

• An ability to engage in an informed and sophisticated way with diverse and challenging texts from a range of different cultures; an ability to compare and assess different interpretative approaches and methodologies; a capacity to sustain a clear, well-structured and well-defended argument in written form.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The lectures focus on the main texts and topics covered in the course.
• The examination will assess the students' familiarity with the evidence and the sophistication of their analyses.
• The summative essay will test students' ability to focus on relevant issues and organise knowledge and argument appropriate to questions raised.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University