• Offered for Year: 2025/26

• Module Leader(s): Dr Susanna Phillippo

• Owning School: History, Classics and Archaeology
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

The aims of this module are:
1.To introduce students to key authors/genres and the literary culture of Ancient Greece.
2. To train students in essential skills of literary analysis, and develop flexibility in the application of these skills to the details of a range of texts.
3. To introduce students to certain key issues of Ancient Greek society which are reflected in Greek literature.
4. To equip students to understand some of the connections between Greek literature and its social/cultural context.

Outline Of Syllabus

Greek literature is said to be the cornerstone of Western culture: it has been interpreted, adapted, even twisted to fit as many different contexts. But what was its original context? What sort of people were they, with what expectations and what preoccupations, who originally composed, heard, watched or (more rarely) read the masterpieces of Greek literature?

This module sets out to explore the world to which Greek literature originally belonged, a world where ‘high literature’ wasn't just the province of an intellectual élite; and to investigate, through a cross-section of works, the connections between the Greeks’ literature and what we can surmise about their way of life. There may also be the opportunity to consider the impact Greek literature has had when it has travelled beyond its own culture and influenced readers and writers of other times and places.


All texts are studied in translation. No previous knowledge of the Ancient World is required.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Note: In some years, topics involving visual evidence and how this may relate to literary texts may be included.

The lectures introduce students to important issues concerning ancient Greek literature and its social/cultural context, with in-depth exploration of selected texts. They also introduce some key methodologies used when interpreting the texts and some important scholarly discussions; further, they hone students' listening and note-taking skills.
Recorded lecture materials supplement the in-person lectures, giving students time to listen at more leisure to key concepts and ideas regarding some texts, with prompts to engage in related reflective activity.

Seminars are discussion-focused and allow students to practise the skills/methodologies demonstrated in lectures by zooming in on select excerpts from Greek literary texts and relevant secondary literature. Seminar materials and discussions are keyed to both assessment components as appropriate.

Skills development workshops are geared towards assessment preparation.
The 'hands-on' workshop on drama enables students to reflect on the performance aspect of Greek tragedy/comedy.

The Drop-in/surgery is likewise assessment oriented and will allow students to ask questions on the second assessment component (take-home paper).

Assessment Methods

The format of resits will be determined by the Board of Examiners

Exams

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Assessment Rationale And Relationship

Note: In some years, skills in analysing visual evidence and in relating this to literary texts may be included.

The take-home paper assesses students' skills in close reading and literary analysis; understanding of methodologies required in interpreting Greek literary texts and inscribing them into their cultural context; and their problem-solving and analytical skills.

The written exercise assesses students' ability to interpret ancient literary texts in the light of textual detail, and to engage with relevant secondary literature, as well as their written communication skills.

All assessed work tests intended knowledge and skills outcomes, and develops key skills in research, reading and writing.

The formative assessment is conceived as preparatory work for the two summative assessments, and is intended to reinforce the methodologies required in order to succeed in the latter, esp. the engagement with secondary literature in the light of primary textual evidence.

Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.

Reading Lists

• CAC1014's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• CAC1014's Timetable