TERM: Spring 2017
COURSE TITLE: Greek Tragedy in Performance
COURSE NUMBER: CLAR 2210
SECTION TIMES/DAYS/CLASSROOM: TR 1:00-2:30, UH 3320
INSTRUCTOR: Prof. Katerina Zacharia
CORE AREA: Explorations: Creative Experience [ECRE]
FLAGS: Writing [LWRT], Oral Communications [LORS]
OFFICE HOURS: TR 11:30-12:30; T 3:00-4:00 (UH 3755)
COURSE DESCRIPTION
This course introduces students to Greek dramatic poetry, with special focus on Greek tragedy.
We will look at the ideas the tragedies convey, and study details of their staging, culminating in
a detailed study and performance of an individual play. The course fulfills the Explorations:
Creative Experience (ECRE) Core requirement, and has Writing (LWRT) and Oral Communication
(LORS) Flags. During weeks 1-8, we will place Attic drama in its social and cultural context,
illustrate and teach the techniques of dramatic literary criticism, and through writing exercises
assist students to further develop their research and presentation skills, and reflect critically on
scholarly work on Greek tragedy. A selection of plays by each of the three major tragedians
(Aeschylus, Sophocles, Euripides) will be studied to illustrate the treatment of myth and the
inheritance from earlier poetry; tragedy as genre and its structure; tragic language, imagery,
characterization; the ritual character of tragedy; tragedy as performance and its festival
context. We will study adaptations of selected plays during different historical periods and
establish patterns in the revivals of Greek tragedy. During weeks 9-15, students will be assigned
a particular play and will work towards staging their own production on week 14 of the
semester. During this part of the course, the students will express themselves creatively and
intuitively. Through creative writing exercises, teamwork and peer review, and individual
meetings with the professor, students will explore, craft, and revise approaches of staging a
Greek tragedy, offering their own take on producing an ancient play. Students will study at least
three different translations of the play, and will write an assignment comparing the choices
each translator made and how these choices affect the style, meaning, and staging of the play.
Each group will adapt an assigned play, submit their script, and express the vision of their
staging and the adaptation process in writing. The most exciting component of this course is the
visit to Athens on April 7-15 (during Easter Break) followed by the Dionysus Festival on campus
on April 22nd. On week 15, students will complete a course review and a self-assessment
evaluation.
CLAR 2210
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STUDENT LEARNING OUTCOMES
Students will: (i) Be able to identify the conventions of ancient theatre and of the dramatic
genre of Greek tragedy; (ii) Demonstrate an ability to analyze, evaluate, and compare the tragic
visions of Aeschylus, Sophocles, and Euripides; (iii) Develop strategies on how to read and
interpret Greek tragic texts and modern adaptations; (iv) Distinguish the different theoretical
approaches in evaluating and adapting ancient dramatic texts; (v) Explore the challenge of
dramatizing ancient tragedy for the modern stage and contemporary audiences; (vi) Develop
their imagination through personal participation in the creative rewriting and the staging of the
assigned play. Collaborating with members of their group, students will write a 15-page script
and perform their adaptation of an assigned play; (vii) Produce a reflection paper drawing on
contemporary literary and dramatic criticism methodologies to explain their choices in the
adaptation of the assigned play for performance.
REQUIRED MATERIALS
The set plays are: Aeschylus’ trilogy Oresteia (Agamemnon, Libation Bearers Eumenides);
Sophocles’ Antigone; Oedipus the King; Electra; Euripides’ Electra, Orestes.
The following translations are required reading for the course:
• Aeschylus’ Oresteia, transl. Hugh Lloyd-Jones (U. California Press, repr. 1993). ISBN 978-14725-2679-3
• Sophocles: Antigone, Oedipus the King, Electra. World’s Classics (Oxford UP repr. 1994). ISBN13: 9780199537174
• Euripides II: Electra, D. Grene & R. Lattimore (eds.), 3rd edn. by M. Griffith & G.W. Most, U.
Chicago, 2012. ISBN: 13-: 978-0-226-30935-4
• Euripides IV: Orestes, D. Grene & R. Lattimore (eds.), 3rd edn. by M. Griffith & G.W. Most, U.
Chicago, 2012. ISBN-13: 13-978-0-226-30896-8
• An Oresteia: Agamemnon by Aiskhylos, Elektra by Sophokles, Orestes by Euripides. Transl. by
Anne Carson (Faber & Faber, NY 2009). ISBN: 978-0-86547-916-6 Online Resources and
Additional Readings:
• Selected readings and links to online resources will be regularly posted on MyLMUConnect, so
please check for updates at least twice weekly.
• Class lecture notes and study questions will be posted on MyLMUConnect regularly to alert
students to assigned homework, supplementary readings and further instructions for the class
discussions and writing assignments.
CLAR 2210
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COURSE WORK/EXPECTATIONS
Students will: (a) spend an average of 9 hours per week studying the set plays and reference
materials; (b) preparing for lectures and class discussions; (c) study for quizzes and midterm
exam; compose six three-page play reviews (1,000 words); (d) prepare an adaptation of
assigned play with other group members (15-page script); (e) compose 3- page (1,000 words)
reflection paper; (f) Keep a detailed portfolio of coursework and at the completion of the
course, submit a three-page report outlining the trajectory of their progress in both critical and
creative writing and in oral communication and performance.
The final grade will be determined as follows:
• Class Attendance, Participation, Oral Presentations: 20%
• Midterm: 10%; Quizzes: 10%
• Written Reactions to Plays (six 1,000 words reactions to plays read/watched): 20%
• Creative Writing, Script and Reflection paper: 20%
• Peer Review, Staging, Rehearsals and Performance: 15%
• Portfolio and Self-Assessment: 5%
ATTENDANCE POLICY:
Class attendance is mandatory. Attendance lists will be taken at every class. Three or more
unexcused absences will reduce one’s grade as follows: three by 5%, four by 7%, five by 10%.
Six absences lead to automatic failure.
TITLE: Ancient Historians
COURSE NUMBER: CLAR 2230
SECTION: 01
TERM: Spring 2017
TIME/DAYS: MWF 11:30 am-12:30 pm
INSTRUCTOR: Prof. Matthew Dillon
NOTE: This course fulfills CORE Explorations: Historical Analysis and Perspectives
COURSE DESCRIPTION/PRINCIPAL TOPICS:
The course will introduce students to the earliest origins in the writing of history, from its
beginnings in Greece (Herodotus and Thucydides), its continuation in Rome (Livy, Tacitus, et al.)
and parallel development in China (Sima Qian).
Questions to be asked include: Why write History? What choices do historians make in
presenting their material? Can they be trusted? What is excluded? Are these ancient texts
relevant today?
STUDENT LEARNING OUTCOMES:
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The successful student will learn the basic historical framework of Classical Greece,
Rome and China
Become acquainted with the most important historians of those eras
Understand the different approaches to history
Appreciate the importance of ancient historians for modern times
PREREQUISITES/RECOMMENDED BACKGROUND:
None, but some acquaintance with ancient history would be helpful.
REQUIRED TEXTS
Histories of Herodotus (Norton Critical Edition)
The Peloponnesian War of Thucydides (Norton Critical Edition)
The Historians of Ancient Rome (ed. R. Mellor)
The First Emperor: From the Annals of Sima Qian (Oxford World Classics)
COURSE WORK/EXPECTATIONS:
The course will combine lecture and discussion focusing on ancient texts and modern criticism.
Readings willnamount to approx. 60-90 pages per week; students will develop their own
questions as a basis for discussion. There will be two take-home midterms and a final exam, and
one research paper (12 pages).
COURSE TITLE: Hieroglyphics
COURSE NUMBER: 2350
SECTION TIMES/DAYS: W: 7:10-10:10pm
INSTRUCTOR: Eric Wells
CORE AREA:
FLAGGED:
COURSE DESCRIPTION/PRINCIPAL TOPICS
The language of ancient Egypt, written in hieroglyphs, existed for thousands of years before being
gradually replaced by Arabic. This course focuses on Middle Egyptian, the classical phase of the
ancient Egyptian language. Students will become acquainted with the hieroglyphic script, basic
elements of Egyptian grammar, and the social and historical contexts in which ancient Egyptian texts
were created. Students will also learn to read the texts and formulae they are most likely to
encounter in museums.
STUDENT LEARNING OUTCOMES
Students will gain familiarity with the most common hieroglyphic signs, be introduced to the basics
of ancient Egyptian grammar, and learn to read the texts and formulae most likely encountered in
museum settings (coffins, sarcophagi, statues, etc.). Students will also study the material culture and
historical aspects of ancient objects and their hieroglyphic inscriptions. More broadly, students will
also examine ancient literacy and they ways in which writing was used to create and maintain
ancient values and social structures.
PREREQUISITES/RECOMMENDED BACKGROUND
None
REQUIRED TEXTS
Middle Egyptian: An Introduction to the Language and Culture of Hieroglyphs, 2nd Edition, By James
P. Allen
COURSE WORK/EXPECTATIONs
Students will be expected to learn the most common hieroglyphic signs and basic elements of
Egyptian grammar. Students are also expected to actively participate in weekly discussion sections,
and prepare texts in advance.
COURSE TITLE: Foundations of Western Art
COURSE NUMBER/SECTION: CLAR 2998/ARHS 2000
INSTRUCTOR: Amanda Herring
CORE AREA: Historical Analysis and Perspectives
FLAGGED: Informational Literacy
Course Description/ Principal Topics
This course is a lower-division survey of the history of art and architecture from its origins in the
Paleolithic period to the end of the Roman Empire in the fourth century AD. The material is
presented primarily chronologically with attention to the interactions of societies and visual culture.
Art and architecture is used as a lens to study societies and cultures and to explore how and why
these societies and their visual expressions changed over time. Material culture is analyzed as a
reflection of particular social concerns, ambitions, and anxiety. Focusing on Europe, the Near East,
and North Africa, the course includes a cross-cultural perspective to orient particular regions in a
larger, transnational context. The course has four major sections: “Art at its Beginnings: the
Development of Art and Culture in the Prehistoric World,” “Expressions of Power: Art in Service of
God and King in the Ancient Near East, Egypt, and the Aegean,” “The Body Politic: the Development
of Art and Hellenism in Iron Age Greece,” and the “Rise of an Empire: the Art of the Etruria and
Rome.” In all sections of the course, visual culture is examined as a reflection of major historical
events and as a means of expressing contemporary social concerns, religious priorities or collective
ambitions. Rather than attempting to explore the expanse of time comprehensively, the course
focuses on particular historical periods in which material culture flourished as a means of visualizing
contemporary belief, power structures, and self-definition. Through these interrelated social and
cultural phenomena, students will ultimately understand the continuing significance of the art and
architecture of the past for our own period. The course will require a discussion of primary textual
and visual sources as well as an evaluation of secondary source material. Through course readings,
students will be exposed to a variety of methodologies, diverse analytical frameworks, and questions
of importance for scholars working in the fields of history and art history.
Student Learning Outcomes
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
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Students will understand how historical, religious, and social contexts affected artistic and
architectural development.
Students will gain a general knowledge of various ancient cultures through art objects and
archaeological remains, and understand the chronological sequence and geographical
framework of these ancient cultures.
Students will be able to recognize and identify monuments, artworks, and artistic styles by
cultural and historical period.
CLAR 2998
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Student Learning Outcomes (Cont’d)
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Students will improve their understanding of the historical, cultural, and/or religious contexts
in which the artworks were produced.
Students will gain an awareness and appreciation of ancient artistic endeavors.
Students will improve their knowledge of fundamental terminology and methodologies of
the discipline of art history.
Students will analyze primary sources, both textual and visual, in their historical context, and
learn to differentiate them from secondary sources.
Students will construct arguments utilizing textual and visual evidence about historical
change and will analyze the factors that cause change.
Students will demonstrate an understanding of the structure of societies, how they function
and how they change.
Students will be able to employ a historical perspective to understand the forces and
processes that have shaped the contemporary world, and demonstrate an understanding of
their own culture and era in the context of understanding and awareness of the histories of
different cultures and eras.
Students will gain an understanding of how to search for, evaluate, and summarize
information that provides relevant evidence for a research topic, and how to cite sources in
the proper format.
Prerequisites/Recommended Background
No prerequisites.
Required Texts
Fred S. Kleiner, Gardner’s Art through the Ages. Backpack Edition, Book A: Antiquity. 15th Edition.
Wadsworth Publishing, 2015.
Course Work/Expectations
Three Exams
Homework
Annotated Bibliography
Museum Paper
Participation
COURSE TITLE: Greek & Roman Religions
COURSE NUMBER: CLAR 3220
TERM: Spring 2017
SECTION TIMES/DAYS: TR 11:20a - 12:50p
INSTRUCTOR: Prof. Bryan Brinkman
CORE AREA: IFTR INT: Faith and Reason
COURSE DESCRIPTION/PRINCIPAL TOPICS:
This course explores the religions of ancient Greece and Rome from our earliest evidence
through the emergence of Christianity under the Roman Empire. While the course follows a
broadly chronological outline, individual lectures will concentrate on specific themes, such as
polytheism and monotheism, philosophy and religion, magic and personal religion, religion and
the state, and the idea of “the foreign” in ancient religion.
STUDENT LEARNING OUTCOMES:
Students will gain a fundamental understanding of the key aspects of Greek and Roman religion
and how these aspects differ from modern religious practices. In addition, students will gain
insight into the culture and society of Greece and Rome through the study of their religions.
Students will also exercise critical thinking by engaging with a wide variety of texts (literary,
philosophical, documentary) and material culture.
PREREQUISITES/RECOMMENDED BACKGROUND:
None
REQUIRED TEXTS:
Warrior, Valerie M. 2009. Greek Religion: a Sourcebook. Newburyport, MA: Focus.
Mikalson, Jon D. 2005. Ancient Greek Religion. Malden, MA: Blackwell Pub.
Beard, Mary, John North, and S. R. F. Price. 1998. Religions of Rome. Cambridge: Cambridge
University Press. (Volumes 1 &2)
Students will be expected to participate in weekly discussion based on (usually) primary source
readings. In addition, there will be one midterm (ID based) one final exam (essay based), and
one final research essay (ca. 10 pages) on a topic chosen in consolation with the instructor.
Course Title: Arts of Ancient Greece
Course Number/Section: CLAR 3230/ARHS 3102/EURO 3303
Instructor: Amanda Herring
CORE AREA: Historical Analysis and Perspectives
FLAGGED: Informational Literacy
Course Description/ Principal Topics
This course will examine the material culture of the Greek world, beginning with the cultures of
the Prehistoric Aegean in 3000 BC and ending with the conclusion of the Hellenistic period in 31
BC. By studying Greek art from its origins in the Aegean Bronze Age through its development in
the Archaic, Classical and Hellenistic periods, students will learn about the evolution of artistic
styles and modes in the ancient Mediterranean. Utilizing a broad contextual approach, the
class will place the art of Greece within the larger framework of the ancient world. Through the
analysis of architecture, sculpture, painting, and pottery, students will gain a greater
understanding of Greek culture and learn how the study of art historical and archaeological
objects can help illuminate the political, religious, and historical factors that shape society. The
course will also analyze the continuing importance of Greek art in the modern world, examining
issues of archaeological and art historical practices, cultural heritage, and the role of antiquities
in museums and the art market.
Student Learning Outcomes
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Students will gain knowledge of ancient Greek culture through the study of art objects
and archaeological artifacts
Students will understand the religious, cultural, and/or historical contexts in which art
objects were produced in the Greek world.
Students will be able to recognize and identify monuments, artworks, and artistic styles
by cultural and historical period.
Students will gain an awareness and appreciation of ancient Greek artistic endeavors.
Students will improve their knowledge of fundamental terminology and methodologies
of the disciplines of art history and archaeology.
Through the analysis of scholarly articles and primary sources, students will develop
critical thinking skills and learn to break down arguments and summarize written and
visual material.
Students will analyze primary sources, both textual and visual, in their historical context,
and learn to differentiate them from secondary sources.
Students will construct arguments utilizing textual and visual evidence about historical
change and will analyze the factors that cause change.
CLAR 3230
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Student Learning Outcomes (Cont’d)
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Students will demonstrate an understanding of the structure of societies, how they
function and how they change.
Students will be able to employ a historical perspective to understand the forces and
processes that have shaped the contemporary world, and demonstrate an
understanding of their own culture and era in the context of understanding and
awareness of the histories of different cultures and eras.
Students will produce a high quality research paper that will require them to conduct
research, synthesize material, and construct a written argument.
Prerequisites/Recommended Background
No prerequisites.
Required Texts
John Griffiths Pedley. Greek Art and Archaeology, fifth edition. Upper Saddle River: Pearson,
2012.
Course Work/Expectations
Two Exams
Homework
Annotated Bibliography
Research Paper
Presentation
Participation
COURSE TITLE: Classical Numismatics
COURSE NUMBER: CLAR 3380
SECTION TIMES/DAYS/ROOM #: TR 9:40-11:10, UH 3325
INSTRUCTOR: William J. Fulco, S.J.
COURSE DESCRIPTION/PRINCIPAL TOPICS
A hands-on study of the coinages of ancient Greece, Rome and the Near East, with emphasis on
monetary origins, archaeological concerns, and art history. Students will work with the large
LMU Classical Numismatic Collection.
STUDENT LEARNING OUTCOMES
The student will have a broad knowledge of early monetary history and will be able to relate
this knowledge to Classical and early European history, as well as to modern concepts of
money. In addition, the student should develop an appreciation for classical art history and be
able to discern its various stages of development as manifested in these miniature artifacts.
PREREQUISITES/RECOMMENDED BACKGROUND
Previous study of ancient Greek and/or Roman history and culture would be extremely helpful.
In any case, preference for this very limited enrollment will be given to Classics majors and/or
those who have taken at least one course in archaeology. Permission of the instructor is
required.
REQUIRED TEXTS
Zander H. Klawans, ed. By K. E. Bressert, Handbook of Ancient Greek and Roman Coins.
Whitman Publishing Company, Racine, Wisconsin 53404, 1995. ISBN 0-307-09362-X. $14.95
new on Amazon.com, but over a hundred used copies on Amazon from $4:00 on up. Other
material will be provided by the instructor in photocopy with a total expense of $2.00
COURSE WORK/EXPECTATIONS
Attendance at sessions is mandatory, and unexcused absences will result in failure. There will
be weekly readings or other assignments with a brief written quiz on the material the following
week. There will be a final exam, for which alternate projects are possible and encouraged:
research papers, class presentations, etc., subject to negotiation. Since this course will be
conducted in seminar fashion, attendance is extremely important. The final grade will be based
approximately on 30% from final exam, 50% from the weekly quizzes, and at least 20% from
class attendance and participation.
COURSE TITLE: Archaeology of the Levant
COURSE NUMBER: CLAR 3390
TERM: Spring 2017
SECTION TIMES/DAYS: Tuesdays/Thursdays 2:40–4:10 PM
INSTRUCTOR: Prof. Nadia Ben-Marzouk
CORE AREA:
FLAGGED: Information Literacy
COURSE DESCRIPTION/PRINCIPAL TOPICS:
This course introduces students to the past societies of the Levant through a survey of its
material culture, from the Neolithic through the end of the Persian period (c. 9750–332 BCE).
Artifacts are presented and discussed within the context of contemporary interpretations and
knowledge of key developments during each period. Topics to be covered will include (but are
not limited to): the development of agrarian societies, urbanism, craft specialization, social
hierarchy, diplomacy, trade, state formation, technological innovation, state and household
cult/ritual. Students will be also introduced to theoretical and methodological issues involving
the historical archaeology of the region.
STUDENT LEARNING OUTCOMES:
By the end of this course students should be able to:
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Think critically about how material culture is used to reconstruct various aspects of past
societies in the Levant;
Identify the hallmarks and material signatures for each major period presented
throughout the course;
Develop and discuss their own responses to and interpretations of key developments
and issues in the field of Levantine archaeology.
PREREQUISITES/RECOMMENDED BACKGROUND
None
REQUIRED TEXTS:
Akkermans, Peter M. M. G., and Glenn M. Schwartz. 2003. The Archaeology of Syria: From
Complex Hunter-Gatherers to Early Urban Societies (ca. 16,000–300 BC). Cambridge: Cambridge
University.
CLAR 3390
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REQUIRED TEXTS (cont’d)
Ben-Tor, Amnon, ed. 1992. The Archaeology of Ancient Israel. New Haven, Connecticut: Yale
University.
Additional readings from the following texts will be posted to the course website as PDF files:
Adams, Russell B., ed. 2008. Jordan: An Archaeological Reader. London: Equinox.
Bryce, Trevor R., ed. 2009. The Routledge Handbook of the Peoples and Places of Ancient
Western Asia: The Near East from the Early Bronze Age to the Fall of the Persian Empire. New
York: Routledge.
Levy, Thomas E., ed. 1995. The Archaeology of Society in the Holy Land. 1st ed. New York: Facts
on File.
Mazar, Amihai. 1990. Archaeology of the Land of the Bible 10,000–586 BCE. Edited by David
Noel Freedman. 1st ed, Anchor Bible Reference Library. New York: Doubleday.
Potts, Daniel T., ed. 2012. A Companion to the Archaeology of the Ancient Near East. 2 vols:
Wiley-Blackwell.
Richard, Suzanne, ed. 2003. Near Eastern Archaeology: A Reader. Winona Lake, Indiana:
Eisenbrauns.
Steiner, Margreet L., and Ann E. Killebrew, eds. 2014. The Oxford Handbook of the Archaeology
of the Levant (c. 8000–332 BCE). Oxford: Oxford University.
Stern, Ephraim, ed. 1993. The New Encyclopedia of Archaeological Excavations in the Holy Land.
English ed. 4 vols. New York: Simon and Schuster.
Stern, Ephraim, ed. 2008. The New Encyclopedia of Archaeological Excavations in the Holy Land:
Supplementary Volume. Vol. 5. New York: Simon and Schuster.
COURSE WORK/EXPECTATIONS
Grades will be determined on the basis of the following:
Quizzes (15%): Students will be given weekly quizzes to ensure readings are being completed in
a timely manner and material in lecture is being absorbed. Quizzes will reflect both the reading
assigned for the week as well as material presented in lecture. This means students are
expected to attend all lectures in order to obtain information not found in their readings.
CLAR 3390
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COURSE WORK/EXPECTATIONS (cont’d)
Exams (50%): This course will have a midterm and final worth 25% each. The exams will be a
mix of material culture IDs, defining important terms/concepts, and short essays asking
students to respond to key issues and developments as presented in lecture and assigned
readings.
Writing Assignments (35%): Students will submit two writing assignments: the first assignment
is worth 15% while the second is worth 20%. These will be 4-5 page papers asking students to
develop and discuss their own interpretations of major issues in the field of Levantine
archaeology. Students should draw on the material presented in class, their readings, as well as
information found in the additional readings on the course website and site reports to defend
their response. Writing prompts to be posted on the course website.
COURSE TITLE: Archaeology and the Bible
COURSE NUMBER: CLAR 4350 / THST 3998.01
SECTION TIMES/DAYS: TR 1:00 - 2:30
INSTRUCTOR: (Fr.) William J. Fulco, S.J., PhD
CORE: INT: Faith and Reason
FLAGGED: Writing
COURSE DESCRIPTION/PRINCIPAL TOPICS
This course varies with the semester. This semester we will concentrate on the biblical text and
artifacts associated with key people: The Patriarchs, Moses, Joshua, David, and others As an
introduction, we will look at the whole problem of Biblical historicity and the relationship of the
biblical text to archaeological findings, and as a conclusion we will also sample other sections of
the Bible, such as a few chapters of Genesis, the Song of Songs, a few Psalms, and one of the
Prophets. In all cases, we will examine actual artifacts from the relevant periods insofar as
possible.
STUDENT LEARNING OUTCOMES
The student will develop a new appreciation for the Bible, especially the Old Testament (=
Hebrew Bible) and the way it was written over several centuries. The student will be able to
examine selected texts in light of the archaeological data, and see how or how not the text and
data correlate, thereby achieving a more critical approach to the Bible. Because the historical
use of the Bible has enormous theological implications, the student’s exposure to various ways
of applying the texts should lead to a more critical approach to biblical exegesis. Finally, by
handling actual artifacts contemporaneous with the various periods of the bible the student will
also have a far livelier sense of the life and times of the peoples who gave us the texts.
PREREQUISITES/RECOMMENDED BACKGROUND
No particular course is a prerequisite, but by all means previous exposure to ancient history
would be helpful, and those who have no knowledge whatsoever of the Old Testament or the
Bible in general would find the course rather difficult. Because of high demand for this course,
consent of instructor is required, to give preference to seniors and relevant majors.
CLAR 4350
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REQUIRED TEXTS
The student should acquire any edition of the New Revised Standard Version of the Bible or the
Revised Standard Version of the Bible, preferable one that includes what are sometimes called
the apocrypha but in the Catholic-Orthodox canon. But any edition, most of them very
inexpensive, will do. — Also required, Oded Borowski, DAILY LIFE IN BIBLICAL TIMES. Atlanta:
Society of Biblical Literature, 2003. Paperback.
COURSE WORK/EXPECTATIONS
Attendance in class is mandatory, and absences are taken very seriously. There will be
frequent, even weekly, brief written quizzes and a written essay final. There will also
reflection papers of various lengths and topics, the total of which should come to
approximately 15-20 pages in addition to the essay final. Grading will be approximately 30%
for class participation and attendance, 30% for the papers, 40% for quizzes and tests.
COURSE TITLE: Representations of Greece: Ancient and Modern
COURSE NUMBER: CLAR 4998
TERM: Spring 2017
SECTION TIMES/DAYS/CLASSROOM: W 4:20-­­7:10, UNH 4511
INSTRUCTOR: Prof. Katerina Zacharia
CORE AREA (pending): Integrations: Interdisciplinary Connections
FLAGS: Writing [LWRT], Engaged Learning [LENL],
This interdisciplinary 4-­­unit course offers students the unique opportunity to study
complex issues surrounding representations of Greece from the classical to the modern world
through an interdisciplinary approach that will highlight four areas of study: politics and
economics; food and travel; theater and film; family, religion, and state.
We will look at features attributed to ‘the other’ in the contact between cultures of
asymmetrical power, explore how stereotypes are linked to contextual negotiations of identity,
and consider how such identities may have originated in representations of Greece from
antiquity to the modern era. We will consider various origins of the representations of
Greekness; who produces such representations; how meaning is ‘closed down’ in
representation; who is silenced in the production of images; how the examples explored
function so as to create ideas of national identity for the dominant group(s), while at the same
time normalizing these group(s).
Students will integrate study in the classroom with internships at the Los Angeles Greek
Film Festival (LAGFF), set up by Prof. Zacharia in her capacity as the LAGFF Director of Education
and Culture. Throughout the semester, students-­­interns will assist in the LAGFF 2017
programming and film selection, review portfolios for the International Project Discovery
Forum (IPDF), complete outreach and social media tasks. Students will select their research
topics from the LAGFF submissions, and work collaboratively on film programming, and on the
production and distribution of a weebly blog and other social media, including conceiving,
pitching, shooting, writing, editing and assembling stories for the digital publications. Prof.
Zacharia will help set up interviews nationally and internationally with Greek film directors,
tourism and gastronomy professionals, politicians and public officials, museum curators and
educators. All students will compile a portfolio with coursework completed, such as short film
reviews, IPDF evaluations, and publicity presentations. At the completion of the course,
students will submit a detailed report about their internship experience, reflecting on their
performance, goals set and met, skills honed and acquired.
For examples of student blogs go to: http://lmu-lagff-2016.weebly.com
CLAR 4998
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REQUIRED TEXTS
• Katerina Zacharia (ed.), Hellenisms: Culture, Identity and Ethnicity from Antiquity to
Modernity. (Aldershot: Ashgate Variorum 2008). ISBN: 9781138269491 (paperback bought
directly from Routledge, new for $43.96
• Stuart Hall, Jessica Evans and Sean Nixon (eds.), Representation (2nd Edition). Sage
2013. ISBN: 978-­­1-­­84920-­­547-­­4. You must have the second edition of this text. Previous
editions are not acceptable.
• Supplementary readings will be regularly posted on MyLMUConnect. Prof. Katerina
Zacharia Representations of Greece Spring 2017 ProPro
STUDENT LEARNING OUTCOMES Students will
• Be able to reproduce the main periods of Greek history and cinema, along with
significant events and/or developments in each period
• Develop critical skills to evaluate Greek films and write informed film reviews
• Develop the skills for programming and promoting the annual Greek film festival
• Acquire media literacy skills to evaluate and analyze contemporary digital content
• Acquire and develop research and reporting skills to produce digital content that
engages the audience
• Develop teamwork and problem-­­solving skills to work collaboratively (including peer
review of fellow students' work)
COURSE WORK/EXPECTATIONS
At Loyola Marymount University, one credit hour is defined as a minimum of three hours of
work by each student per week, which includes one-­­hour classroom instruction, and at least
two hours of out-­­of-­­class student work per unit, or a total of 180 hours per 4-­­unit course
for a 15-­­week semester. Therefore, students are expected to spend an average of 9 hours per
week on systematic outside reading to:
• Read and prepare for class debates on the merits of assigned readings
• Compose writing assignments
• Read and analyze contemporary digital content
• Understand how to conceive, pitch, shoot, write, edit and assemble stories for a digital
publication.
• Prepare for the LAGFF programming, IPDF, and promotion internships; and attend all
required programming and festival staff meetings
CLAR 4998
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COURSE WORK/EXPECTATIONS (cont’d):
• Work closely with instructor(s) and LAGFF staff to revise and resubmit film materials
for the festival program book and website
• Submit a detailed post event report about the film programming and publicity
experience at the completion of the course
GRADING SCHEME
• Each student will produce a weebly blog on different topics in their assigned area (5
pages).
• During their research on Greece, students will produce 15 pages of written
coursework (reading responses, compare-­­and-­­contrast papers, posts in discussion forums,
peer evaluations and reflection papers).
• Students-­­interns will compile a portfolio with coursework completed, such as short
film reviews, IPDF evaluations, publicity presentations (5 pages), as well as complete an average
of 20 hours of engaged learning experience. At the completion of the course, students will
submit a detailed report (5 pages) about their internship experience, reflecting on their
performance, goals set and met, skills honed and acquired. Total writing assignments: 30 pages
The final grade will be determined as follows
• Reading Responses, Discussion Forum, In-­­class Debates: 20%
• Internship, Interviews, and Internship Portfolio and Report: 30%
• Outlines, Research Prospectus, Peer review, Reflection papers: 20%
• Final Research project: 30%