Coimisiún na Scrúduithe Stáit
State Examinations Commission
LEAVING CERTIFICATE EXAMINATION 2003
CLASSICAL STUDIES
ORDINARY LEVEL CHIEF EXAMINER'S REPORT
HIGHER LEVEL CHIEF EXAMINER'S REPORT
CONTENTS
ORDINARY LEVEL
3
1. Introduction
3
2. Performance of Candidates
5
3. Analysis of Candidate Performance
8
4. Conclusions
11
5. Recommendations to Teachers and Students
12
Exemplar Material
13
HIGHER LEVEL
27
1. Introduction
27
2. Performance of Candidates
29
3. Analysis of Candidate Performance
31
4. Conclusions
37
5. Recommendations to Teachers and Students
38
Exemplar Material
41
2
CLASSICAL STUDIES
LEAVING CERTIFICATE
ORDINARY LEVEL, 2003
1.
INTRODUCTION
The Ordinary Level Classical Studies examination paper for Leaving Certificate
comprises four questions on each of ten topics. The topics are divided into three
groups. Candidates are required to answer questions on four topics as follows: one
topic must be chosen from each of the three groups and the fourth topic may be
chosen from any one of the three groups. Candidates are required to answer two
questions from each topic. Each question is worth fifty marks. The total number of
marks for the paper is therefore 400.
A total of 85 candidates sat the 2003 Classical Studies Ordinary Level paper. This is
broadly in line with previous years. The following table shows the numbers taking
this paper since 1995:
2003
2002
2001
2000
1999
1998
1997
1996
1995
85
111
85
92
115
162
110
102
104
The figures have remained relatively stable while the number of candidates at Higher
Level has fluctuated over the same period. The following table shows this:
Year
2003
2002
2001
2000
1999
1998
1997
1996
1995
H
783
920
722
727
743
838
931
1191
1481
O
85
111
85
92
115
162
110
102
104
The following table shows that the percentage of those taking Classical Studies at
Ordinary Level compared with those taking the Higher Level paper:
3
Year
2003
2002
2001
2000
1999
1998
1997
1996
1995
H
90.2
89.2
89.5
88.8
86.6
83.8
88.2
91.5
93.0
O
9.8
10.8
10.5
11.2
13.4
16.2
11.8
8.5
7.0
It can be seen from these statistics that the numbers taking the Ordinary Level paper
are a relatively small percentage of the entire cohort of Classical Studies candidates.
Previous Chief Examiner’s Reports have pointed to the number of candidates taking
the Higher Level papers who are more suited to Ordinary Level.
4
2.
PERFORMANCE OF CANDIDATES
The following table shows the number of candidates sitting the paper in 2003 and the
percentage of candidates achieving each grade:
Total
A
B
C
D
E
F
NG
85
2.4
12.9
15.3
24.7
12.9
16.5
15.3
The following table shows the combined C+, D, and E- rates for the year 2003:
Total
C+
D
E-
85
30.6
24.7
44.7
The following table shows the percentage of candidates achieving each grade in the
previous three years:
Year
Total
A
2000
92
0.0
2001
85
2002
111
B
C
D
E
F
NG
7.6
27.2
27.2
15.2
11.9
10.9
0.0
12.9
21.2
35.3
15.3
11.7
3.5
0.0
2.7
19.8
34.2
17.1
19.8
6.3
The following table shows the combined C+, D and E- rates for the previous three
years:
Year
Total
C+
D
E-
2000
92
34.8
27.2
38.0
2001
85
34.1
35.3
30.5
2002
111
22.5
34.2
43.2
It can be seen from the tables above that the E- rate in 2003 is broadly in line with the
E- rate for previous years.
5
One of the features of the E- rate to be noted is the consistently high F and NG rate. It
is very unusual for F rate should be higher than the E rate – as is the case in 2003 and
2002. In fact, in 2003 the NG rate was higher than the E rate.
These figures require explanation. This report will go some way to explaining the
facts which lie behind the statistics but it cannot purport to explain why such a high
percentage of candidates present themselves for this examination with little or no
knowledge and, on occasion, with apparently less intention of taking the subject
seriously.
Examiners reported no evidence in the 2003 examination of candidates experiencing
difficulty in understanding the questions. The main reasons reported for the
consistently high failure rate were
•
Lack of knowledge of the topics
•
Failure to attempt four topics as required
•
Very brief answers.
The following chart presents a profile of the pattern of answering by the 85 candidates
for this paper in 2003:
Four topics, two questions – as required by instructions
Number
of
candidates
26
Number of instances of 0 (zero) for an attempted question
27
All four questions in an individual topic or in a number of topics
5
More than four topics attempted
3
7 questions attempted
2
6 questions attempted
6
5 questions attempted
1
3 questions attempted
4
Profile
6
Instances of all answers no more than 4 lines
7
Instances of all answers no more than 5 lines
4
Entire response to paper on half a page
1
Entire response to paper on less than two pages
6
Blank script
1
The stark result was that the more the candidate deviated from the instructions to
attempt two questions from four topics, the lower the result.
It is important that this profile be taken into account before the results for this paper
are used to bring the syllabus and the examination into disrepute. If those who were
not serious students of Classical Studies had not presented themselves for this
examination, the results would have been quite different. As it was, a significant
number of serious, committed candidates wisely took the Ordinary Level option and
did well on what was perceived as a fair paper. This is reflected in the percentage of
candidates attaining D and C+ grades. These candidates and their teachers are to be
commended for taking this option and for reaping due reward.
7
3.
ANALYSIS OF CANDIDATE PERFORMANCE
The Ordinary Level paper, 2003, was received as a clear, straightforward paper.
There was no evidence that candidates experienced any difficulty understanding the
questions. Neither was there any evidence that candidates were under pressure of
time. There was evidence that a number of candidates did not appear to have
sufficient practice at writing essay-type answers.
Topics 2 (Alexander the Great), 5 (Greek Drama), 6 (Ancient Epic) and 10
(Roman Art and Architecture) remain the most popular topics.
A number of candidates opted for Topics 7 (Writers of the Augustan Age), 8
(Greek Art and Architecture), 4 (Roman Historians) and 9 (Plato’s Republic).
Topic 1 (Athens at War) was not answered by any candidate.
Topic 1.
Athens at War
No candidate answered on this topic.
Topic 2.
Alexander the Great
Within this topic the questions attempted by the candidates were fairly evenly
distributed, with question (iv) proving marginally more popular. Questions (ii) and
(iv) were best treated but, in general, the standard of answering varied greatly.
Topic 3.
Life and Thought in the Late Roman Republic
A very small number of candidates answered on this topic. All questions were
answered with question (i) on Julius Caesar being the most popular. Unfortunately,
all responses were weak.
8
Topic 4.
Roman Historians
This topic is among the less popular at Ordinary level. CandidateS responded to all
four questions. Question (iii) on Augustus and Tiberius was the most frequently
answered. In general, candidates did not fare well on this topic, presenting very
undeveloped answers.
Topic 5.
Greek Drama
Together with Topic 2, this is the most popular o the topics. All questions were
answered and all proved equally popular. The standard of answering varied with
some excellent responses as well as some very weak indeed.
Candidates did well where they displayed knowledge of the plays and addressed the
question.
Topic 6.
Ancient Epic
This topic is among the four most popular topics, although not answered by the
numbers who attempt Topics 2 and 5.
Questions (i) and (ii) were the most frequently answered, with question (iv) – on the
Aeneid – by far the least popular. Both questions (i) and (ii) were on the Odyssey,
apart from section (b) of (ii). This section counted for 10 marks and was generally
badly done. This does seem to indicate that a number of Ordinary Level candidates
are confining their answers, and perhaps their studies, to the Odyssey. Examiners
have noted this in previous years.
Topic 7.
Writers of the Augustan Age
A small number of candidates attempted this topic. Questions (iii) and (iv) – on
Propertius and Ovid respectively – were the most frequently answered.
The standard of answering on this topic was generally very good.
9
Topic 8.
Art and Architecture in Greek Society
This topic proved less popular in 2003 than in previous years. All questions were
equally popular. However, the standard of answering varied among the small number
who did attempt the questions. Answers ranged from excellent to very poor.
Topic 9.
The Philosopher in Society
A small number of candidates answered on this topic.
Question (iii) on Philosopher-Rulers was not attempted. Of the remaining three,
questions (i) on the Simile of the Cave was the most popular.
It was noted by examiners that the candidates who presented this topic were very well
prepared and had both knowledge and understanding of Plato.
Topic 10.
Roman Art and Architecture
As previously stated, this topic remains among the four most popular topics on the
course.
All four questions were attempted in this topic with question (iv) on the arch proving
marginally more popular than the other three.
In general, answers showed little depth of knowledge of the topic, with some
candidates achieving very low marks. However, there were exceptions to this and a
number of candidates displayed evidence of serious study.
10
4.
CONCLUSIONS
•
A significant number of Ordinary Level candidates found their study of
Classical Studies interesting, enjoyable and rewarding. This was evident from
the responses that they presented to the questions on the paper and from the
relatively high level of C+ grades achieved.
•
It can be extrapolated from the responses to the questions paper that a number
of candidates found the comprehensive volume of reading to be done for some
topics too challenging.
•
Examiners also noted that many candidates do not seem to have had sufficient
practice at writing essay-type answers.
•
It can also be extrapolated from the results that a large number of candidates
persist in presenting themselves for this examination in a less than serious
manner. This is clearly evident from the fact that the F grade and the NG
grade are both higher than the E grade. This is a most regrettable situation –
one that leads the subject into disrepute. These candidates give a disservice
both to the subject and to the teachers and students of Classical Studies.
11
5.
RECOMMENDATIONS TO TEACHERS AND STUDENTS
•
Candidates who choose the Ordinary Level paper when the Higher Level
would present a risk for them are to be commended for their prudent choice.
•
Candidates and their teachers are encouraged to see the Ordinary Level as a
worthwhile, viable option for study and for examination.
•
All candidates for the examination are advised to have sufficient practice at
writing essay-type answers. This is essential in the preparation for the
examination.
•
Teachers are strongly advised to refer to the published Marking Scheme and
Notes. These are designed to serve as a resource and a guide.
•
Candidates are strongly advised not to attempt the study of this subject and/or
the examination unless they do so seriously. Results for the examination
indicate that candidates fare badly when thy do not prepare seriously for the
examination.
12
APPENDIX
EXEMPLAR MATERIAL
The following is a selection of exemplar material from the scripts of candidates who
sat the Ordinary Level paper in Classical Studies in 2003. These exemplars should be
read in conjunction with the Ordinary Level paper and the Ordinary Level Marking
Scheme. The exemplars below are reproduced as they were written.
13
Topic 2.
Alexander the Great
Question:
(iv)
Discuss Alexander’s Orientalism (adoption of Persian ways)
under the following headings:
Dress;
prostration;
marriages.
Marking Scheme:
50 marks.
Three points (17,17,16)
Answer:
(iv)
It wasn’t until Alexander became King of all Persia that we really see him
embrace the Persian’s Oriental customs. At this point he was practically
finished all of his campaigns and on his way home to Macidonia.
It first began with Alexanders adoption of Persian dress. Alexander held a
parade of his soliders at one of his new towns in celebration. He ordered that
the Persian section be dressed in their traditional battle costume for the parade.
He also wore the traditional Persian costume of a leader at this parade, much
to the annoyance of his men. Many men felt very angry and believed
Alexander to be turning his back on his own origins of Macidonia. (7)
Later Alexander wanted to reward some of his bravest and most loyal and
most outstand soliders for all the hard work in help Alexander to come so far
so he decided to give about one hundred of his men new brides as gifts. He
himself also married a Persian while also wished to be treat no differently than
the rest of his men at the ceremony. He also cleared all of his mens debts to
him. At the ceremony Alexander wore traditional Persian wedding dress and
the ceremony was carried out in Persian rather then Macidonia custom. (8)
Alexander’s final adoption of Persian ways was his adoption of prostration. (9)
Here someone is to bow before the king and then kiss his cheek. Alexander
asked all of his Generals to do this as a sign of respect for him and they
agreed, except one. One of his men refused to do this because he felt betrayed
14
by Alexander for giving up his own customs. Alexander did not respond to
this very well and told him to leave or he would be killed. (2)
Result:
26 Marks.
Comment:
• Candidate shows no knowledge of Persian dress.
•
Answer is good on the Persian tradition of marriages but weak on Alexander’s
reasons for promoting mixed marriages.
•
Answer misses the vital point that Greeks saw prostration as something done
to gods, not men.
Question:
(i) The siege of Tyre by Alexander lasted seven months.
(a) Explain why the position of Tyre made it so difficult to capture.
(10)
(b) Give a brief account of how the defenders kept Alexander at bay
for so long.
(30)
(c) After Alexander and his army had defeated Tyre, comment on
how the inhabitants were treated.
(10)
Marking Scheme:
(a) 10 marks.
(b) 30 marks.
(c) 10 marks.
One point.
Three points (10,10,10)
One point.
Answer:
(a) Tyre was difficult to capture because it was an island and the walls were 150
ft high. (10)
(b) Alexander built a mole to get across to Tyre so he could put siege engines and
attack but they fired arrows across and the siege engines went up in flames
(10) so Alexander was back to square one, so he had to build another mole.
This is how the defenders kept him away for so long because they kept
attacking his siege engines. (5)
15
(c) Finally Alexander defeated Tyre the inhabitants were used as slaves. (4)
Result:
29 Marks.
Comment:
• Part (b) is far too brief and contains only one complete point.
•
Part (c) omits the massacre of the defenders.
16
Topic 6.
Ancient Epic
Question:
(i)
In Homer’s Odyssey, describe how Odysseus and Telemachus
succeeded in overcoming the Suitors in the Battle in the Hall.
(50)
Marking Scheme:
50 marks.
Impression mark.
Answer:
(i) Odysseus and Telemachus have hatched a plan together when the met in
the house of Eumaeus the swine-herd. Penelope has announced that she will
marry the man that can string Odysseus’ bow and fire an arrow through a row
of axes. Then Odysseus and Telemachus hide all of his weapons so the suitors
will have no weapons to fight back with. As the competition begins
Telemachus almost strings the bow, showing maturity, and is stopped by a nod
from Odysseus. When the suitors have had their go and failed, Penelope goes
off to bed. Now Odysseus asks if he can have a go. Now Eumaeus and
Nestors son close the doors so no-one can escape. Odysseus strings the bow
to the suitors amazement and fires the arrow straight at a suitor. Mayhem
breaks loose and Odysseus, Telemachus and Nestors son stand in the doorway
of the megaron. No-one can escape and all the suitors are slain. Then all the
unfaithful maids are killed by hanging. Odysseus and Telemachus have acted
like a father and son duo for the first time and overcome the suitors. (45)
Result:
45 Marks.
Comment:
• Some inaccuracies but overall quite a good account. Too heavily biased
toward the stringing of the bow.
17
Question:
(ii) (a) In Homer’s Odyssey, describe how the god Poseidon tried to
prevent Odysseus from returning to Ithaca.
(40)
(b) In what way is Poseidon like the goddess Juno in Virgil’s Aeneid?
(10)
Marking Scheme:
(a)
(b)
40 marks.
10 marks.
Impression mark.
One simple point will suffice.
Answer 1:
(a) Poseidon tried a number of times to prevent Odysseus returning to his home,
Ithaca but only ever succeeded in delaying him.
Poseidon was the God of the sea. His reason for hating Odysseus was because
Odysseus blinded his son Polybus, the Cyclops.
So in revenge Poseidon created many storms. Many ships were destroyed as a
result killing Odysseus’ man. On one particular time all of his remaining men
were drowned and Odysseus was left to float across stormy waters and high
seas before he was washed ashore the land of Phacia to the Princess Naussica.
Later when Odysseus was finally aloud by Calipso to leave her island Posidon
again created huge storms to prevent Odysseus reaching Ithaca but he was
unsuccessful in doing so.
(25)
(b) There are a number of ways in which the sea God Posidon is similar to the
Goddess Juno.
Posidon never gave up seeking revenge on Odysseus just as Juno never gave
up trying to exact revenge for his son also wanted revenge for something
Odysseus did during the Battle of Troy just as Juno did.
Posidon also disobeyed his King, Zeus when he was told to let Odysseus alone
just as Juno disobeyed her king when she was told to leave Aeneas and Turnis
fight the last battle themselves without the help of the Gods. But she told
Turnis’ sister to go and help her brother. (6)
Result:
35 Marks.
18
Comment:
• Part (a) shows good knowledge. However, an accurate knowledge of names
and other details would make for a much better answer.
-------------------------------------------------------------------Answer 2:
(a) The God Poseidon is the God of the Sea so he has total control over the sea
and odysseus and his men are sailing home toward Ithaca and Poseidon brings
on a storm and odysseus tries to fight it but him and his men just end up back
where they started thats how Poseidon prevents odysseus from returning
home. (10)
What way are Poseidon and the godess Juno in Virgils Aeneid alike?
(b) They are alike because they both trying to stop things they don’t like the both
have a bad side to them. (1)
Result:
11 Marks
Comment:
• This answer is far too short. The candidate has confused two storms.
•
Part (b) provides no information to back up a very broad statement.
Question:
(i) (a) On the night that Troy was destroyed, describe how Aeneas’
father, Anchises, was persuaded to leave the city with his family. (25)
(b) On the same night, what happened to Aeneas’ wife, Creusa? (25)
Marking Scheme:
(a)
(b)
25 marks.
25 marks.
Impression mark.
Impression mark.
19
Answer:
(a) On the night of the invasion of Troy only one thing was able to persuade
Aeneas’s father, Anchises to leave his home of so many years and that was a
sign from the Gods, his grandsons head caught on fire.
It happened when Aeneas had returned to talk them all away. Anchise was
refusing to leave, saying he had remained here for so long during all of the
battles and now if he must die he will die on his own land and in his own
home.
But when he saw the sign of his grandson’s head on fire he knew he must
leave and help his family. (21)
(b) On the night Aeneas and his family were fleeing their city of Troy, Creusa was
killed.
Aeneas and his family were flee through the woods to get to their ships.
Aeneas had his father, Anchise on his back with his son beside him and
Creusa following closely behind. They were half ways there when they heard
enemy soldiers closing in quickly. They took a different path and began to run
but some how Creusa got lost.
Aeneas took his Father and son to the ships and then returned to look for her.
When he got to Troy he saw its walls burning and its people dieing. Then
Aeneas saw Penelope hiding. Filled with rage he went to kill her but was
stopped by the apperance of the spirit of Creusa.
She told Aeneas not to kill Penelope but instead go back to the ships and lead
his people to a new and great home in a new land. Aeneas went to hug her as
her spirit was so clear but was unable to. She also told her husband not to
worry about her. (20)
Result:
41 Marks.
20
Comment:
• Part (a) is generally to the point but could have been filled out a little
more.
•
The candidate provides an account which is mostly correct. However, the
Penelope incident is inserted incorrectly.
21
Topic 8.
Art and Architecture in Greek Society
Question:
(i)
Photograph A on Paper X shows a part of the temple of Hephaistos.
Photograph B shows the plan of the same temple.
(a)
(b)
(c)
(d)
Where is the temple situated?
(5)
In which order of Greek architecture is it built?
(5)
Of what material is it mainly built?
(5)
Based on Photograph B, and using correct architectural terms,
give a brief description of this temple.
(35)
Marking Scheme:
(a)
(b)
(c)
(d)
5 marks.
5 marks.
5 marks.
35 marks.
‘Athens’ or ‘the Agora’ will be accepted.
Doric.
‘Marble’ or ‘Pentelic marble’ will be accepted.
Three points (12,12,11)
Answer:
(a)
The temple of Hephaistos is situated in Athens, not on the acropolis
but near the ancient market place. (5)
(b)
Doric (5)
(c)
Pentelic Marble. (5)
(e)
This temple has a central room known as the naos. The naos was used
to house statues of the gods. This naos is entered through the front
porch called the pronaos. Pronaos literally means ‘before the naos’.
The back porch doesn’t provide any entrance to the naos and is called
the opisthodomus. Both the naos and opisthodomus have two columns
known as ‘columns of antis’. The temple is surrounded by columns
with six front and back and thirteen either side. This row of columns is
called the peristyle. (35)
Result:
50 Marks.
22
Comment:
• Accurate and concise answering.
•
Good use of architectural terms.
•
Architectural terms correctly spelt.
23
Topic 9.
The Philosopher in Society.
Question:
(ii)
Plato divides his state into three classes.
(a) Name the three classes, and explain what is the role of each of the
classes in Plato’s state.
(40)
(b) Is there any movement allowed between classes? Explain your
answer.
(10)
Marking Scheme:
(a)
(b)
40 marks.
10 marks.
Three points (14,13,13)
One point.
Answer:
(a)
There are 3 classes gold, silver and bronze. The Golden class are
responsible for leading the people. They should have the best of
education, be wise in matters of state, have a good knowledge of
philosophy, as Plato says that philosopher-rulers are the best, that those
leaders without philosophy are useless. (8) The silver class are the
Educated professionals, they would be doctors, teachers, lawyers.
Respected for that knowledge in that chosen profession, but do not have
much philosophical Education. (8) The bronze class are the workmen and
labourers, anyone involved in manual work. They have a minimal
standard of education and no philosophical education. (8)
(b)
Movement from classes is done on this way. If someone is born into class
which is wrong for them and this is discovered because of our natural
aptitudes they will be taken and put into the class into which they belong.
But the testing will be ongoing until that person is seen fit for a certain
class. (10)
Result:
34 Marks.
Comment:
• This is a reasonably good answer. However, the candidate should have
expanded a little and provided the proper names of the classes.
24
Topic 10.
Roman Art and Architecture
Question:
(iii)
Study Photograph H on Paper X.
(a) Identify the structure shown in this photograph.
(10)
(b) Why was this structure erected in Rome?
(10)
(c) Explain what is meant by ‘relief sculpture.’
(10)
(d) Comment on the way the sculptor has achieved variety in the
sculpting of the figures.
(20)
Marking Scheme:
(a)
(b)
(c)
(d)
10 marks.
10 marks.
10 marks.
20 marks. Two points (10,10)
Answer:
(a) This is a relief taken from the Ara Pacis of Augustus. The western segment
depicting the senators. (10)
(b) To mark Augustus’s triumphill return and procession on the 4th of July AD13
after his return from. (10)
(c) Relief sculptures as opposed to free standing sculpture is when a solid flat
block of marble is carved into.(5)
(d) The sculpture has achieved a great deal of variety and realism in this piece. Its
focus on the individual as opposed to the ideal is what seperates Greek from
Roman Art. The flaws – wrinkles, furrows, saggings are revealed. . Each
senator has his own unpostured pose – if they appear frigid it is because they
reflect the calm arrogance of the Augustan era. It is the detail and striking
individuality which prompted Hubbard to call the Ara Pacis the pinnacle
achievement of portraiture in Early Rome. (20)
Result
45 Marks.
25
Comment:
• Good, clear answering in parts (a) and (b).
•
The answer to part (c) is not fully developed.
•
Answer to part (d) addresses the question of variety in the figures.
26
CLASSICAL STUDIES
LEAVING CERTIFICATE
HIGHER LEVEL, 2003
1. INTRODUCTION
The Higher Level Classical Studies examination paper for Leaving Certificate
comprises four questions on each of ten topics. The topics are divided into three
groups which are generally classified as historical, literary and artistic. Candidates
are required to answer questions on four topics as follows: one topic must be chosen
from each of the three groups and the fourth topic may be chosen from any one of the
three groups. Candidates are required to answer two questions from each topic. Each
question is worth fifty marks. The total number of marks for the paper is therefore
400.
A total of 783 candidates sat the 2003 Higher Level paper. This is a decrease on the
number of candidates for 2002 but is in keeping with a number of years prior to then.
The following table shows the numbers taking this paper since 1993:
2003
2002
2001
2000
1999
1998
1997
1996
1995
1994 1993
783
920
722
726
743
838
931
1191
1481
1170 685
As can be seen from the above table, the rise in the numbers taking this paper was
significant and sudden. The decline since 1995 appears to have levelled off in the late
nineties. The fluctuation in numbers – the steep rise followed by a more gradual
decline - may be explained by a number of factors. These factors include:
•
In the mid-nineties, Classical Studies was still a relatively new subject (first
examined in 1985) on the curriculum and was finding its equilibrium.
27
•
The curtailment of the view that Classical Studies was ‘an easy honours’, a
subject one could do in a year and/or on one’s own by reading notes prepared
to cover the most likely questions in the four more popular topics. (v. Chief
Examiner’s Reports 1995 and 1999).
•
Classical Studies can be taken ab initio in the senior cycle. This leads to a
fluctuation in numbers and a lack of articulation between the numbers, and the
candidates, at Junior Certificate and Leaving Certificate.
•
As a subject which can be taken ab initio in the senior cycle, Classical Studies
is attractive to external candidates. For example, the number of external
candidates taking the paper in 1995 was 44.5%, 25.7% in 1999 and 28.1% in
2003. The percentage of external candidates among the entire cohort of
Leaving Certificate subjects in 2003 was 7.57%
28
2.
PERFORMANCE OF CANDIDATES
The following table shows the percentage of candidates achieving each grade in 2003:
Total
A
B
C
D
E
F
NG
783
7.0
25.9
33.7
21.4
7.7
3.1
0.8
The following table shows the combined C+, D, and E- rates for the year 2003:
Total
C+
D
E-
783
66.7
21.8
11.5
The following table shows the percentage of candidates achieving each grade in the
previous three years:
Year
Total
A
B
C
D
E
F
NG
2000
726
8.6
24.8
33.0
23.3
7.3
2.2
0.6
2001
722
8.4
28.4
32.8
19.0
7.2
3.5
0.7
2002
920
6.3
20.4
30.3
25.4
11.5
4.5
1.5
The following table shows the combined C+, D and E- rates for the previous three
years:
Year
Total
C+
D
E-
2000
726
66.4
23.3
10.1
2001
722
69.6
19.0
11.4
2002
920
57.0
25.4
17.5
It can be seen from the above tables that the results in 2003 were broadly in line with
those of previous years. However, examiners did note an overall improvement in
performance by candidates this year over that of 2002. This was evident in the C+
grade rate and in the decrease in the E- rate on 2002. The E- rate, while still
unacceptably high, has reverted to the norm prior to 2002.
29
As can be seen above, the E- grade in 2003 was 11.5%. The F grade alone was 3.1%.
There are a number of possible reasons for this.
•
Examiners continue to note that there are candidates presenting for the Higher
Level paper for whom the Ordinary level would be more suitable. These
candidates take a serious risk in the examination and it can – and does - lead to
failure. The following table shows the percentage of candidates taking Higher
Level compared with the percentage taking Ordinary Level:
2003
2002
2001
2000
1999
1998
1997
1996
1995
H
783
920
722
727
743
838
931
1191
1481
%
90.2
89.2
89.5
88.8
86.6
83.8
88.2
91.5
93.0
O
85
111
85
92
115
162
110
102
104
%
9.8
10.8
10.5
11.2
13.4
16.2
11.8
8.5
7.0
It can be seen from this table that those taking the Higher Level continue to
make up the vast majority of the Classical Studies Leaving Certificate cohort.
Previous Chief Examiner’s Reports have pointed to this anomaly.
•
Examiners also continue to note that there are still candidates presenting for
the examination who are ill-prepared for either the Higher or the Ordinary
papers. These candidates displayed little or no knowledge of the course.
•
There was a small percentage of candidates who, it appears, did not study the
syllabus but who relied upon prepared notes. These notes were presented as
answers regardless of the specific question.
•
The percentage of external candidates at 28.1% is far in excess of the overall
external candidate statistic for the Leaving Certificate (Higher) in 2003. That
in itself is not a problem, but it could indicate students who are attempting to
follow the course without adequate time allocation, adequate practice at essaytype answers, or without adequate study of prescribed texts.
30
3.
ANALYSIS OF CANDIDATE PERFORMANCE
The examination paper for Higher Level, 2003, was perceived as clear and fair. The
quality of the illustrations was also favourably noted.
Of the ten topics, candidates continued to show a marked preference for the
following:
Topic 5 (Greek Drama); Topic 2 (Alexander the Great); Topic 10 (Roman Art
and Architecture); Topic 6 (Ancient Epic); and Topic 8 (Greek Art and
Architecture).
Next in popularity came Topic 7 (Writers of the Augustan Age), Topic 1 (Athens at
War), followed by Topic 9 (Plato’s Republic) and Topic 4 (Roman Historians).
Topic 3 (Life and Thought in the Late Roman Republic) was taken by a very small
percentage of candidates this year.
In general, the standard of answering was highest in Topic 6 and in Topic 2, where
good knowledge of the texts was often combined with the ability to use this
knowledge to compare, analyse and reflect. Many candidates tend to be able to
accumulate more marks when they tackle the (a) and the (b) section of some questions
systematically. Sections (a) call for good knowledge of the facts (and usually carry
more of the marks) and sections (b) look for opinions or comments. Questions that
mainly require opinion or analysis (usually marked out of 50) were less well handled.
This was particularly evident in Topic 5.
Another point worth noting is the failure of a sizeable number of candidates to address
all parts of a comment or quotation that is used in a question.
In 2003, as in previous years, it was obvious from candidates’ responses to questions
that sections of some topics are not being adequately covered in class. For example,
the Lactors in Topics 3 and 4; Frogs in Topic 5, and Prometheus Bound to a lesser
degree; the Táin in Topic 6; vases in Topic 8; The Life of Dion and the 7th and 8th
Letters in Topic 9.
31
Topic 1.
Athens at War
Candidates presented a reasonably good response to this topic and a good standard of
answering was evident. The questions best answered were (ii) on Brasidas and (i) on
Corinth. This is a long and demanding topic but some candidates and teachers clearly
enjoy it and do it very well.
Topic 2.
Alexander the Great
This remains the most popular topic of all and this year candidates generally
performed well.
Question (i) on Memnon required three points. Few candidates provided three
developed points and fully engaged with the question.
Question (ii) on the deaths of senior officers was answered on by almost all taking
this topic. Most heeded the instruction in bold type of the examination paper and kept
the focus on Alexander and the atmosphere in his camp. There were some excellent
answers.
Question (iii) on the Gedrosian desert earned high marks for almost all who answered
on it. However, some candidates lost marks because they did not deal with “how they
finally got through the desert”.
Question (iv) dealt with Philip. Part (a) was generally well done but the response to
(b) was disappointing. Some candidates had not reflected on the relationship and did
not appear to understand the word ‘ambivalent’.
Topic 3.
Life and Thought in the Late Roman Republic
The questions on this topic were straightforward but very few candidates presented
answers. In general, those who answered on these questions did not fare well.
32
Topic 4.
Roman Historians
This is a fairly popular topic.
Question (i) referred to Livia. Answers were heavily biased towards her relations
with Tiberius.
Question (ii), comparing Tacitus and Suetonius, was not well answered, although this
is central to the syllabus.
Questions (iii) and (iv), on Nero and Claudius respectively, were the most popular.
However, many candidates narrated the events of their reigns rather than analyse the
characters or discuss the evidence. In question (iv) on Claudius, there was no mention
of the prescribed inscriptions.
Topic 5.
Greek Drama
Question (i) on Prometheus Bound was not as popular as (iii) and (iv) but, where
answered, it was well done. Candidates dealt with the areas specified in the question.
Question (ii) on Frogs was attempted by very few candidates. The results were
mixed.
Question (iii) on Medea was very popular and was well answered by a number of
candidates. However, far too many candidates filled two or more pages with the story
of the plot and made no attempt to show how Euripides constructed the play to
persuade the audience.
Question (iv) dealt with Oedipus the King. While there were some very good
treatments of this question, the same problem of narration rather than discussion arose
here.
33
In general this topic was very popular and most candidates knew Medea and Oedipus
the King very well and clearly enjoyed them. However, marks were persistently lost
by candidates who told the story and ignored the question.
Topic 6.
Ancient Epic
Overall, this topic was where candidates consistently scored most highly.
Question (i) on the Táin was attempted by a very small number of candidates, but was
well done.
Question(ii) on Turnus was very popular and was very well done.
Question (iii) called for comparison between the Odyssey and the Aeneid. Candidates
did very well on this question and displayed a commendable knowledge of both texts.
Question (iv) on the Odyssey also elicited a high standard of response. However,
most candidates lost marks by overlooking “in the uncertain word of the Odyssey”;
they did not pay attention to all parts of the quotation. Also, there were some who
stretched the meaning of ‘loyalty’ and ‘faithfulness’ too far.
Topic 7.
Writers of the Augustan Age
Examiners reported that this topic was not as popular in 2003 as in previous years.
The answers on Ovid [question (iii)] and on Horace [question (iv)] often showed a
good knowledge of the prescribed material but rarely fully addressed the questions.
Both of these questions asked for more than total recall. They demanded the
application of knowledge to draw conclusions or make comments.
In contrast, the questions on Virgil (i) and on Livy (ii) were mainly looking for
knowledge of specific extracts and were better handled.
34
Topic 8.
Art and Architecture in Greek Society
Question (i) on kouroi was very well answered. Candidates based their answers on
the photographs and, in general, did not simply cite prepared notes on Archaic
sculpture. The question tested candidates’ real understanding of the topic.
Only a small minority of candidates attempted question (ii) on the vase. Part (d) was
not well answered.
In question (iii), a surprising number of candidates were unable to name this type of
statue. Part (c) was not well answered.
Question (iv) on temples was well answered in all its parts.
In general, there was an improved standard of answering on this topic with candidates
actually using the photographs as the basis of their answers.
Topic 9.
The Philosopher in Society
Question (i) was attempted by few, if any, candidates.
Question (ii) on specialisation is the type of question that candidates who have studied
Plato’s Republic have answered well in the past. It is good to report that a significant
number of students wrote excellent essays in response.
Question (iii) on Plato’s educational system elicited some disappointing answers.
There was a mixed response to part (a), with some good answers but more poor ones.
In (b) examiners noted a disappointing lack of interesting responses. Candidates
seemed tentative about expressing their personal views or experiences.
Question (iv) referred to the Simile of the Cave. There were excellent accounts of the
simile. The answers on the explanation of the meaning of the simile, however, were
significantly less good.
35
Topic 10.
Roman Art and Architecture
All four questions were equally popular in this topic.
Question (i) on Pompeii was less well done than the ‘town-plan’ question in recent
years. Candidates did not seem all that well prepared. Part (a) and (b) of question (ii)
on wall painting were well answered. However, parts (c) and, especially, (d) were
not. In general, candidates failed to consider all the elements of the quotation in (c).
In question (iii) on Trajan’s Column, parts (a) and (b) were well done. However, in
part (c) candidates seemed unable to handle the quotation (from the prescribed text)
well. While one element of the prescribed material for this topic, Mortimer Wheeler’s
Roman Art and Architecture, can be demanding for candidates, examiners felt that
there is evidence that even the most straightforward of his comments are discounted
by some.
36
1.
CONCLUSIONS
•
Examiners found the questions on the examination paper to be fair and
clear. The illustrations were also found to be clear.
•
Some excellent candidates presented for this paper. Many candidates
presented excellent answers on a number of topics. There were also many
very good candidates who had clearly enjoyed their study of the subject.
•
Evidence shone through in many scripts of the committed, challenging
work being done by teachers of Classical Studies.
•
Examiners reported a definite overall improvement in the standard of
answering, with fewer candidates being totally unprepared. (Cf.. Chief
Examiner’s Reports 1995, 1999)
•
Topics 2 and 6 elicited the best answers from candidates while Topic 5
continued to pose difficulties with candidates not addressing the questions
in a focussed manner.
37
5.
RECOMMENDATIONS TO TEACHERS AND STUDENTS
Teachers…
Teachers of Classical Studies are to be commended for their professionalism and
dedication. The following comments are made in order to assist them in the future
preparation of their students for the examination.
•
The Chief Examiner’s Reports (1995, 1999 and this report), together with the
Marking Scheme and Notes (published annually) are designed to serve as an
important resource for teachers of Classical Studies. Teachers are strongly
recommended to refer to them.
•
Answers showed that candidates often have a good knowledge of the content
of a particular topic but that they have not had sufficient practice in analysing,
comparing, commenting, and expressing an opinion. In other words, they can
give information but do not appear used to applying that information by
making judgements.
•
Interesting and important parts of certain topics (e.g. Vases in Topic 8,
Prometheus Bound and Frogs in Topic 5, The Life of Dion in Topic 9, etc.,
etc.) appear to be neglected. This is a pity in itself but it also narrows the
choice of questions for the candidates in the examination.
•
Quotations often appear on the Higher Level examination paper. Candidates
need to be reassured that these are not a cause for alarm and that they would
benefit from practice at dealing with them.
•
Candidates also need to be instructed to pay attention to all parts of a quotation
and to address these in their answers.
•
To deal effectively with the questions on Art and Architecture (Topics 8 and
10), candidates require plenty of practice in studying photographs and slides,
38
in developing the ability to read them and in applying their knowledge to
them.
•
In Topics 8 and 10, the prescribed text books (Richter and Wheeler,
respectively) are not easy reading but there are valuable judgements and
comments in both books that are worth understanding and discussing. In the
case of Topic 10, it is essential that the other prescribed material (Visual
Publications Roman Art Series of filmstrips) be studied in tandem with
Wheeler.
Students…
The following comments are directed particularly at students.
•
This is a long examination paper. It is always beneficial to take some time to
plan an answer before settling down to write.
•
Do not spend too much time on any one question. There is some evidence that
candidates occasionally do this at the beginning of the examination session.
•
Resist the temptation to simply ‘tell the story’ and focus clearly on the
question. This is particularly important in Topic 5.
•
Take note of the marks awarded for each part of a question – (a), (b), (c), etc.
– and use this as a guide for both the length of time to be spent spent and the
length of answer required.
•
Do not be distracted by quotations in questions. The name of the author will
appear in brackets after the quotation, as it is necessary to attribute such
quotations. It is, however, very important to take all aspects of the quotation
into account in your answer.
•
In questions which begin “Discuss ...” or “Comment on...” or “What is your
opinion of …” or “Analyse …” , you will lose marks if you simply give an
39
account without discussion. This is where most marks are lost in topics like
Greek Drama, Ancient Epic, Writers of the Augustan Age and Alexander
the Great.
•
In Topics 8 and 10 (Art and Architecture), make sure you can use the correct
terms to describe sculptures, structures, town plans, etc. Always refer your
answers to the photographs on Paper X when directed to do so.
40
APPENDIX
EXEMPLAR MATERIAL
The following is a selection of exemplar material from the scripts of candidates who
sat the Higher Level paper in Classical Studies in 2003. These exemplars should be
read in conjunction with the Higher Level paper and the Higher Level Marking
Scheme. The exemplars below are reproduced as they were written.
41
Topic 2.
Alexander the Great.
Question:
(ii)
In the space of a few years Alexander was responsible for the deaths of
a number of senior figures including Parmenio, Philotas, Cleitus and
Callisthenes.
What do these deaths tell us about Alexander, and also about the
atmosphere in the Macedonian camp at this time?
Candidates should treat these events in a general sense and should not give
detailed accounts of the deaths.
(50)
Marking Scheme:
50 marks.
Impression mark.
Answer:
When Alexander invaded Persia, the further East he went, the more he adapted
to the Persian way of life and began to adopt the custom of orientalism. He
wore a mixture of Macedonian and Persian dress and took to drinking in
excess as well as wishing to be prostrated to like a God. These changes made
for a lot of resentment and ill feeling among the Macedonians, who felt he was
ignoring them and therefore his roots, and fraternizing with the Persians who
had been their bitterest enemies.
The deaths of Philotas and Parmenio were the result of Alexander’s
increasingly suspicious nature towards even his friends whereas before he had
been nothing but generous and trusting (as in the case of Doctor Philip), he
was now quick to temper and more readily accepting of rumours or stories told
to him by either the Persians or jelous commanders.
While the death of Philotas may be only slightly justifiable considering the
lack of any real evidence, the death of Parmenio marked a truly new side of
Alexander, who killed one of his eldest and most trusted generals and friends,
he had Parmenio killed purely due to the relationship between father and son.
After these deaths, the feeling in the Macedernians camp was one of
increasing unease and displeasure at Alexander’s hot new temper and
42
untrusting attitude towards his old friends where he took solice in his Persian
allies.
In the death of Cleitus, the main reason behind Alexander’s hasty actions was
alcohol consumption, another oriental trait. Cleotus, it may be said, especially
from Plutarch, did push Alexander’s temper by exaggerating facts. But, then
again, he was furious, as was many of the other Macedonians, at having to
listen to the Persians flatter Alexander by denouncing Philip and minimilising
the work he had achieved. Alexander is seen here to be totally out of control
when he lifts the spear and kills his friend. However, his instant remorse and
prolonged anguish at his dead, is one redeeming factor which makes us
believe, that it was the oriental influences which made Alexander change from
his previously fair and justified self.
The killing of Callisthenses was the one of Alexanders most futile of killings
where the evidence was even more in want them in the case of Philotas.
Within all these killings, Alexander had the support of the Persian officers and
one sees his rationale becoming more and more skewed. The Macedonians,
with all these deaths felt like they were becoming separated from the affection
and respect of their beloved leader and this really comes to a head at the
mutiny at Opis.
Result:
43 Marks.
Comment:
• Good answer overall. Candidate is familiar with the main events but does not
expand adequately on what we learn about Alexander from those events.
43
Question:
(iii)
(a)
(b)
Alexander’s crossing of the Gedrosian desert has been called “the most
catastrophic episode of his entire career.”
Give an account of the difficulties that Alexander and his army
encountered, and of how they finally got through the desert.
(40)
To what extent would you blame Alexander for this catastrophe? (10)
Marking Scheme:
(a)
(b)
40 marks.
10 marks.
Four points (10,10,10,10 – one for ‘escape’)
Answer:
(a) Alexander undertook this for a number of reasons, firstly he wanted to find
safe ports for his navy but also to achieve something few people had. He left
while Nearchos was preparing his fleet for departure and went through the
mountain passes to enter the Kingdom of Gedrosia. This first obstacle was the
seizing of the pass by a Gedrosian force the pass was the only entrance to the
Area. However, on seeing Alexanders army approach they fled and Alexander
moved safely into the desert.
As they marched through it became obvious that supplies were going to run
low and water was no where to be found. However, following many days
march, they came across and area with ample food and supplies, which they
placed on carrige trains, so they could be brought to the coast. Alexander even
put his royal seal on them. However, the men were starving and broke open
the packs, Alexander did not punish them as he saw their great need. (10)
Likewise when animals died the men ate them, they even pretended that
chariots got broken so that they could cook the meat. Alexander again turned
a blind eye. Another problem was that when they did find water the men over
drank and their stomachs swelled up causing death. (10) Water also caused
death when a dry river bed they were camped beside swelled with a rush of
monsoon water, it tore past taking with it many tents and supplies. Luckily
though the men survived. (10)
44
Though not all survived. Alexander was forced to leave the sick behind.
Supplies were almost out. Alexander sent a group to find water, they did and
came back with a helmet for Alexander filled with water. But Alexander
threw it away. It showed his men he’d suffer with them.
They continued on but following days of sandstorms all landmarks were
obliterated and Alexanders guides told him they were lost. This prompted
Alexander to take control. He with a group set out to find salvation.
Following a few days march Alexander arrived near the coast, where there
was fresh water. Only five of his men survived this trek. The rest of the army
followed within a week.
Then Alexander’s guides recognised again their whereabouts and brought
Alexander and his force to the capital city of Gedrosia. Only 12,000 men
survived out of over 20,000. The loss of life was more than that of most
battles, yet Alexander achieved something no-one else had in bringing that
many safely through the desert. (10)
(b)Alexander had justifiable military reasons for undertaking this trek. He had
to secure the coastline. Also it was the guides fault they wandered inland and
lost their way. The woollen river was a freak occurrence. However
Alexander undertook this for selfish reasons. Like his trip to the oracle at
Siwah it was dangerous and for personal gain. (10)
Alexander should not, I believe, have taken so many men with him. Also he
should have checked out whether that amount of supplies would suffice. A
good leader would have been prepared for losing their way. Alexander was
not but in fairness to him he seized control and led his men to safety. Also the
episode with the helmet gave the men faith as did Alexander turning a blind
eye to their breaches of conduct. Thus he cannot be wholly blamed for this.
He began it but he showed along the way effort to remedy his mistakes.
However, it was his folly to do so without scouting it out first and seeing if it
was safe and viable.
45
Result:
50 Marks.
Comment:
• Comprehensive and clear. Candidate addresses the question, including
‘difficulties’ encountered and ‘escape’.
•
Candidate looks at several factors before deciding ‘to what extent’ he would
blame Alexander.
46
Topic 5:
Greek Drama
Question:
(iii)
How does Euripides succeed in making us believe that Medea, a loving
mother, is capable of killing her own children?
(50)
Marking Scheme:
50 marks.
Impression mark.
Answer:
Euripides succeeds in making us believe that Medea is capable of killing her
own children by envoking the feeling of hate, revenge, love and happiness in
the characters of Medea and indeed, us.
Medea, who falls in love with Jason, abandons her family and flees her
country, going against her father’s will. This shows the reader how in love
and loyal Medea is to Jason. But Jason’s love for Medea soon disappears.
Medea is in so much pain over her loss of her husband Jason. He is leaving
her for royal stature. This envokes hate in us for Jason.
Euripides uses Creon very cunningly here. Creon gives Medea an extra day in
Corrinth to get herself and her children ready to leave. As we know, Medea is
a witch and she will seek revenge. At this state we know that something bad
will happen, but we don’t expect it to happen to her children.
Trough the play we notice Jason’s love for his sons. Medea soon realises that
the best way to get back at Jason would be to kill their sons. Now, through the
writing of Euripides, we feel sorrow for the children and possibly hate for
Medea and for Jason.
Euripides now makes his character Medea to devise a plan to kill her sons,
Jason, Creon and Clytemnestra. Now we believe that Medea can and will kill
47
her own sons. She is doing this because she feels it is the best way to get
revenge on Jason.
When Euripides’ story goes on to tell us of the scene of the murder, it is very
clear how hurt Medea really was. She loved her sons and she was a loving
mother, but pain, and hurt got in her way.
Throughout the play Euripides uses the characters to make the reader feel
sorry for Medea but on the other hand, hate for her. Euripides does this by a
good story plot and good characters. If Creon did not allow Medea stay, she
would not have been able to complete her scheme. This shows good character
planning on the behalf of Euripides. (28)
Result:
28 Marks.
Comment:
• Candidate does not address the question. The answer consists largely of a
retelling of the story of the play incorporating a number of general statements.
Question:
(iv)
In the gradual uncovering of the truth in Sophocles’ play, Oedipus the
King, Jocasta’s mention of Laius’ death “where three roads meet”
marks the turning point in the play.
Discuss this view.
(50)
Marking Scheme:
50 marks.
Impression mark.
Answer:
(iv) Before Jocastas mention of the line “where three road meet” there is no
doubt in Oedipus mind that the prophecy of Teirsias is not true. When
Oedipus summons Teirsias, he asks the blind prophet to tell the him who the
killer of the former king Laius was. Teirsias is at first hesitant to answer him
because he fears he would harmed. However, at the suggestion, by Oedipus,
48
that it was Teirsias who was envolved in the plot, the prophet exclaims that, in
fact, Oedipus was the killer. Oedipus is outraged at the notion and quickly
mocks the prophecy. He shows himself to be arrogant, in boasting about his
dealings with the Sphynx, irrational, in blaming Creon for plotting against
him, and cruel, in mocking Teirsias’ blindness. The very idea of him being
the killer is so far fetched for Oedipus that it changes his character completely.
He goes on the offensive. However, when Jocasta comes in she calms him for
a moment, but startles him again when she utters the wands “where three roads
meet”.
Oedipus’ mind is immediately thrown back to his slaying of a traveller on the
road end is gripped by the thought that he could indeed be the killer of Laius.
This is a turning point in the play as another change occurs in Oedipus’
character. He becomes calm and purposeful in his search for the truth. He is
given temporary respite by the messenger who comes to tell him that Polybus
is dead “Polybus packs away all my fears with him to hell”. But this is
eradicated when the messenger informs Oedipus that he is not the real son of
Polybus and Mereope. Jocasta now realises the terrible truth and tries to stop
Oedipus in his investigation, but Oedipus shuns her away.
“I will not stop in my quest to find my real birth” Oedipus has now completely
changed form the person we see in the Tiresias scene. He looks for facts and
does not seem to panic. The realisation of the possibility of the truth has
calmed him. He sends for the shepard that the messenger informed him about
and when he finds out the truth, blinds himself. Oedipus is even calm and
collected after this and only asks forgiveness from Creon and a chance to hold
his children again. He accepts his destiny and does not fight it.
The line “where the three roads” meet is a turning point in the play because of
the effect it has on the main character, Oedipus. It is now that he becomes
aware of the possibility that he could have killed Laius. His character changes
completely as well and it is because of this that we see the real Oedipus.
When someone is under pressure their true character comes out. Oedipus is
certainly put under pressure after Jocasta utters these lines and shows us who
49
the real Oedipus is, a rational and calm man, he only blinds himself so he
cannot see the people who he hurt. (31)
Result:
31 Marks.
Comment:
• This answer includes too much narrative. Candidate fails to substantiate the
claim that Oedipus changes completely after hearing Jocasta’s words.
50
Topic 6.
Ancient Epic
Question:
(iv)
In the uncertain world of the Odyssey, loyalty and faithfulness are the
virtues most prized and rewarded: their opposite brings harsh
punishment.
Discuss this statement.
(50)
Marking Scheme:
50 marks.
Impression mark.
Answer:
(iv) I agree totally with this belief. Faithfulness and loyalty encompass all
that our hero and his family do throughout the play. ‘Pietas’, ‘Gravitas’, and
‘Dignitas’ are three qualities respected in man at this time. Piety, and Dignity
these ho hand in hand with loyalty.
We see through Penelopes loyalty that she wins fame even in Hades. She is
the paradox to Clytemnestra who murdered her husband. Penelope stays loyal
and faithful to Odysseus the entire twenty years. She does not give in to the
Suitors pressure. Even though many of the suitors were wealthy men who
could have given her a good life. Penelope embigns loyalty itself she is the
perfect wife for Odysseus. She brings the stability to Ithaca while those
around her are in turmoil.
The same can be said of Telemachus. He never losses faith in the belief his
father will return home. Despite the fact Telemachus was a baby when his
father left he still respects and loves him very much. He too stays loyal and
goes in search of news to Mentor and others of Fathers comrades. He stand up
to the Suitors, eventually, and upon his fathers return brings normality back to
Ithaca by helping his father defeat the Suitors. Both mentally and physically
he is loyal to his father as is his mother.
51
Timocleia and Eumaeus are crucial to this statement. However, one loyal
servant precedes them. Odysseus dog, is flea ridden and dying and yet lives
on, only upon realising his master has returned does he die. This is in contrast
to the debauchery and disloyalty of the other servants. Eumaeus takes on the
old beggar in the same way Odysseus would have. He is hospitable to the last,
as his master would be. Though the suitors insult and harm him he stays loyal
along with the other swineherd to Odysseus. He like Telemachus plays a role
in the defeat of the suitors. He is willing to die for Odysseus despite the fact
Odysseus has been away for so long.
Timocleia too plays a role in the suitors death. She also pointed out the evil
maids. Throughout the years she respected Odysseus home and aided his wife
despite the fact he easily could have been dead. Her loyalty and faith bring
her to recognise the beggar as Odysseus before any other human servant. She
too shows how strong loyalty can be.
Odysseus too is extremely loyal. Despite one or two hesitations along the way
he does get his resolve to return home. We see how he cries on Ogyia instead
of just staying with Calypso. Also in Phoecia we see him turn down Nausicaa
for a bride. He easily could have married her and never returned, however he
is loyal to Penelope and Telemachus and returns home.
We also see his loyalty as he returns to offer sacrifice with Agamemnon
following the Trojan war. He is loyal to his commander and thus turns back to
him. He is also loyal to his crew as he saves them from Circe and tries to
harm Charbaris when she comes to eat his men. Odysseus is totally loyal and
like his family is rewarded in the end with a happy and somewhat turbulent
reunion. Like Laertes his father, Odysseus never losses faith and thus returns
Ithaca to its previous state. With Odysseus comes the Idyllic life and all this is
as reward for his and his followers loyalty and faithfulness through the
troublesome twenty year absence of their master, Odysseus.
Result:
42 Marks.
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Comment:
• Good range of references provided.
•
The candidate fails to address ‘harsh punishment’ and ‘in the uncertain world
of the Odyssey’.
53
Topic 8.
Art and Architecture in Greek Society
Question:
(i)
Study Photographs A and B on Paper X.
(a) What Greek name is given to these statues of standing youths? (5)
(b) How would you know that both of these statues come from the
Archaic period of Greek sculpture?
(20)
(c) Use these two statues to show the development in sculpture that
has taken place over the 100 years that separate A from B.
(25)
Marking Scheme:
(a)
5 marks.
Kouros or Kouroi.
(b)
20 marks.
Three points (7,7,6)
(c)
25 marks.
Three points (9,8,8)
General answers which do not make specific reference to the photographs on
Paper X will attract greatly reduced marks.
Answer:
(a) Kouros. (5)
(b) It is evident that both of these statues are from the Archaic period of Greek
sculpture for a number of reasons. In phot A, the typical characteristics of this
period (from 660 – 480 BC) can be seen. Such details are the stylised, heavy
hair, (7) over-sized almond eyes, smiling mouths, badly sensed torso muscles,
clumsy knees, clenched fists with one knee forward and large toes. (6) The
second photo, although showing some refinements of these details is still
standing in the typical archaic, full frontal stance. The muscles have still not
been fully developed and the hair, although closer to the head is still heavily
stylised. (6) The eyes are also still large with the common thick neck adjoining
the head and the body. Photo B also wears the ‘archaic smile’.
(c) There were many developments and refinements between the sculpturing
of the Early Archaic Kouros and the very end of the Archaic ‘Critios Boy’.
The hair became shorter, and was shown much closer to the head. The eyes
became much more realistic, in size, although they were still quite large. The
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ears of the statues were also brought down to a much more realistic shape and
greater detail was paid to the natural curve of the ears. (7) The torso and
stomach muscles were possibly the most stark contrasts between the Early and
Late Archaic Period. Muscles were understood more by the sculptors and thus
they were able to develop them more. For example, in Photo A, there are very
basic and ill-developed lines shaping the abdomen whereas in Photo B, these
muscles and overall appearance seem more natural. (9)
The knees by the time of the Critios Boy were also better shown, and less
clumsy, and the toes (although not seen in Photo B, were more in proportion
than the previously over-large, flat toes of the Early Archaic. By the end of
the late Archaic Period, there was also a slight turn to the head, as seen in the
Critios Boy. However, there was still no sense of expression of movement in
the pieces. (7)
Result:
47 Marks.
Comment:
• Excellent answer overall. Candidate does ‘use these two statues’ and directs
remarks at the photographs, as the question demanded.
55
Topic 9.
The Philosopher in Society
Question:
(iv)
Give an account of Plato’s Simile of the Cave, and of his explanation
of the meaning of it.
(50)
Marking Scheme:
50 marks.
Impression mark.
Answer:
(iv) Plato’s Simile of the cave is a way of showing us his view of the world.
He starts by describing a dark cave with only a single opening. People are
chained to the floor and are only able to see in one direction. The back of the
cave. Behind them outside the mouth of the cave there is a road which runs
past. Behind the road there is a great fire.
As people walk along the road the fire throughs a siloutte against the back of
the cave and the voices of the people on the road carry to the back of the cave
in murmurs and whispers.
The people who are chained to the cave floor can only see the shadows cast by
the fire and the murmur of voices, however because those are the only things
that the people are able to see for their entire lives they believe that what
they’re viewing is real and not a shadow.
So when one of the people is freed and brought outside he is frightened by the
reality that he sees. The sun is a glare in his eyes and he becomes confused
and disoriented. However he soon comes to understand that what he is
viewing is real and what he saw in the cave is false. This freed man then tries
to return to the cave to help his fellow prisoners understand what he has seen,
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but the others don’t believe him and in their arrogance and fear and hatred
they kill the man for what he has said.
This simile for Plato is how a Philosophers life is seen. The cave is the world
in which the mass of the people live, viewing shadows and murmurs as
realities. The man who is set free is the philosopher. He is able to see beyond
the cave and understand the world as it truly is. He obtains real knowledge
and not just belief in his surroundings. But the part of the philosopher being
killed when attempting to teach others in the cave is a personal point for Plato.
In this way he describes the death of Socrates his teacher at the hands of the
Athenian government. Socrates understood the real world and that what we
see is just shadows but he was killed for his view.
The entire simile is based on Platos theory of forms, in that this world is just a
reflection of a higher plane and that nothing can be understood by just viewing
what is on this level of existence. In the simile the sun outside the cave
represents the truth which sheds light on the real world and not just the
Empirical world of the mass of the people.
In this way this metaphor or simile of the cave is a simile for the beliefs of
Plato and explains how he views the world around him and how Socrates
viewed it as well. (50)
Result:
50 Marks.
Comment:
• Generally a clear and comprehensive account.
•
Explanation is also clear and direct.
57
Topic 10.
Roman Art and Architecture
Question:
(i)
Photograph G on Paper X shows the plan of the town of Pompeii.
(a) Identify the features marked a, b, d and e.
(16)
(b) Give a description of the town as shown in the plan.
(20)
(c) Show how the plan reveals the development of the town from its older
nucleus.
(14)
Marking Scheme:
(a)
(b)
(c)
16 marks.
20 marks.
14 marks.
(4 points x 4)
Three points (7,7,6)
Two points (7,7)
Answer:
(i) (a) a
b
c
d
the great forum (4)
Temple of Laerus (0)
basilica (4)
Temple of Apollo (4)
(b) The town of pompeii is quite unusual in the fact that it had begun in the
shaded area of the picture where there was no structure at all but as it
expanded, it did so in the chessboard patern style where the roads are more
straight.
It is a typical Roman town in the fact that it has a forum, a basilica, an
amphitheatre and baths. (7) The forum is in the centre of the shaded area
which is quite normal. Then there are temples and basilicas near it. This
would have been the most popular area of pompeii. (7)
There is an amphitheatre at the edge of the town so the smell of the dead
bodies wouldn’t have reached the centre of town. The town also has
decumanus and a cardo running through it. (6)
(c) The plan reveals the development of the town through the shaded area of
the map. As the town developed the structure got more formed with the
introduction of the straight roads. This was intended by a man called
Hippodamus. (7)
There is no structure to the shaded area. Normally for Roman towns they
begin in a chessboard pattern style and as they develop the roads become less
organised. This isn’t the case for pompeii as shown on the plan. (3)
Result:
42 Marks.
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Comment:
• The candidate made good use of Photograph G to describe the town.
•
Part (c) lacks important detail and is not clear on the development.
Question:
(iii)
Photograph I on Paper X shows the first four bands of Trajan’s
Column in Rome.
(a) Describe briefly the activities shown in the two lower bands. (15)
(b) Why is this monument such an important historical resource? (10)
(c) Discuss Wheeler’s comment: “It is history scribed around the
presence of one great man.”
(15)
(d) Comment on perspective in this monument.
(10)
Marking Scheme:
(a)
(b)
(c)
(d)
15 marks.
10 marks.
15 marks.
10 marks.
Two points (8,7)
Two points (8,7)
Answer:
(iii) (a) The lowest band of Trajan’s column shows the Roman troops entering
Dacia and crossing the Danube. On the left we see the river god who is
watching the Romans. He is similar to standard river gods seen in Greek
sculpture. On the right we see all the troops carrying their packs and their
armour. Although most of them are marching straight ahead the scene is given
some life and is made more informal by some soldiers who are turned to talk
to their neighbours. The armour is depicted in great detail as are all the special
insignia. (8)
In the second lowest band the Roman troops are setting up camp. This is a
very active scene on two levels. We see Romans carrying stone and wood and
there is a great sense of companionship with soldiers on the higher level taking
material from those on the lower level and talking as they do so. (7)
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(b) This is an extremely important historical resource because it gives such a
detailed account of Roman warfare. As we can see a lot of time is devoted to
the special insignia of each cohort and from this we know that the sculptors
were working from an official source. As well as information on the soldiers
we are also shown how a Roman camp was made in great detail. There are
also Roman attacking devices such as the “testudo” or tortoise device depicted
on the column. We see how they carried out a campaign, how the Dacians
lived and dressed and even what kitchenware the soldiers carried with them.
All in all it is very important because it gives a complete account of Roman
warfare. (10)
(c) This statement by Wheeler that “it is history scribed around the presence of
one great man” is definitely true. Trajan is ubiquitous on the column. We see
him leading his men into Dacia, acting as a priest during a procession, meeting
with his generals, addressing his troops and accepting Dacian prisoners. (8)
He is shown as the leading presence on the column, encouraging his soldiers
and leading the charge against the barbarians. Special prominence is given to
scenes in which he is present. He is absent in only a minority of the scenes
and when he is present he is larger and more noticeable than any other figure.
In other words, while the real events of the campaign are depicted they are
manipulated in such a way as to show the emperor in the best light by
emphasising his actions. As Wheeler says “it is the apotheosis of the
individual”. (7)
(d) Wheeler says that perspective is at “sixes and sevens” in this monument
but this only serves to emphasise the “tumultuous vivacity” of the scenes.
This is particularly evident in the second lowest band seen in illustration ‘I’
where the men are depicted as being taller than the walls of the camp and the
men in the background are nearly as tall as those in the front. Although this is
a failure in terms of perspective it does make the scene seem very active and
crowded. Another example is seen when the Romans are attacking a Dacian
fortress because, although the men are as tall as the walls and the perspective
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is very confusing, the walls still look impregnable. Thus the perspective is
effective if not correct. (10)
Result:
50 Marks.
Comment:
• This answer is based firmly on the Photograph and has plenty of accurate
detail.
•
The answering is very clear and quotes aptly from the prescribed text.
Question:
(v)
Photograph J on Paper X shows the exterior of the Colosseum in
Rome. Photograph K shows its interior.
(a) What type of ‘entertainment’ was provided here?
(5)
(b) Give a full description of the exterior of the Colosseum.
(30)
(c) Comment on the use of the arch in the interior of the Colosseum.
(15)
Marking Scheme:
(a)
(b)
(c)
5 marks.
30 marks.
15 marks.
Three points (10,10,10)
Two points (8,7)
Answer:
(iv)
(a) There were three types of “entertainment” provided here. Firstly there
were gladiator games in which slaves or prisoners named after their armour
(e.g. Gaul, Thracia,Samnite) fought to the death. In one set of ‘games’
organised by Trajan 4,941 pairs of gladiators were involved. (5)
Another type of entertainment involved wild beasts from all over the Empire.
These were either exhibited or hunted by bestiarii or, in the case of lions,
Christians were thrown to them. Titus had 5,000 animals killed in one day.
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The third type of entertainment was naval battles. This involved flooding the
amphitheatre and was extremely expensive. However, since flooding the
Colosseum was problematic, this was discontinued in the 2nd century A.D.
(b) The exterior of the Colosseum was extremely elaborate. As you can see
from photograph J it was divided into four levels. On the ground level there
were 78 entrances and each entrance was flanked by a pair of Doric columns.
Each entrance had a number over it. The whole exterior was made of tufa.(10)
The second level had openings flanked by pairs of Ionic columns. This
passageway facilitated circulation and allowed entrance by stairways to the
upper and lower levels. (10)
The third level consists of openings flanked by Corinthian columns. This was
not used as a passageway. The Corinthian columns were engaged, attached to
the wall as were all the other columns and they were merely aesthetic with no
loadbearing function.
The uppermost level is taller than any of the other levels. It consists of
alternate blank walls and walls with rectangular windows flanked by
Corinthian pilasters. These are rectangular columns attached to the wall and
they are less noticeable than the columns used on the lower levels. (10)
The outside of the Colosseum is both diverse and unified. It is diverse
because the columns on each level are different, from the simple Doric
columns on the ground level to the ornate and more modern Corinthian
columns on the upper levels. However, it is also unified by various features.
Each level has an opening of some sort, or in the top level a blank wall or
rectangular window, which is flanked by columns. This gives the exterior a
unity of design which is made more interesting with the different columns
used. It is a condensed history of the development of columns, from Doric to
Ionic to Corinthian and finally to Corinthian pilasters, and is also an extremely
elegant monument.
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(c) The arch is used to great effect in the interior of the Colosseum. As you
can see from photograph K, the Colosseum is made up of a number of
superimposed arches which vary in size and width. The substructure of the
amphitheatre consists of a number of arches which bear the load of the rest of
the building. These arches are made of travertine and are essential for
supporting the weight of the structure. (6)
In the seating areas arches are used for support but also for aesthetic value. As
you can see they originally carried seating and supported the structure but they
also facilitated movement in the passageway by avoiding excessive bulk.
Finally, they gave the interior a feeling of lightness which belies the tonnes of
rock used to make it, thus fulfilling their aesthetic purpose. (5)
Result:
46 Marks.
Comment:
• Answer contains a very clear, accurate description in part (b) but some marks
were lost in part (c) where the answer is too vague.
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