Blog: Classics Everywhere: Bringing Science, Archaeology, and Creativity to the study of Classics
By Nina Papathanasopoulou | March 27, 2020
The Classics Everywhere initiative, launched by the SCS in 2019, supports projects that seek to engage communities worldwide with the study of Greek and Roman antiquity in new and meaningful ways.
Blog: Working Together to Transcribe Ancient Documents During COVID-19
By Sarah Bond | March 20, 2020
As the pandemic known as COVID-19 grips the globe, thousands of instructors in the United States and elsewhere have been asked to transition their courses online for the remainder of the semester.
Blog: Making Greek Vases Come to Life Through Animation
By Sonya Nevin | February 14, 2020
Greek vases, with their distinctive red and black, are one of the most recognizable faces of ancient Greece. Their decorative scenes of deities, myth, and everyday life offer a beautiful and informative window into classical culture. With the Panoply Vase Animation Project we’re encouraging people to enjoy and learn about ancient vases and society by placing the artifacts center-stage in short, lively animations made from the vase-scenes themselves. The animations keep as close as possible to the original artwork, using the existing figures and decoration and drawing on existing iconography. But the figures can now move, and the animations explore the possibilities within the vase scenes: runners can sprint past, dice are thrown, and those poised to strike can use their weapons. The tone of the animations varies.
Review: A Digital Tool that Helps Teachers Generate Latin and Greek Vocabulary Lists
By apistone | February 7, 2020
The Bridge, a digital humanities initiative out of Haverford College, allows users to generate customized vocabulary lists in both Greek and Latin. Bret Mulligan and a team of dedicated students have done an admirable job of adding texts to their database and are responsive to requests from users (both students and instructors). An accompanying blog helpfully documents the different updates as they are released, as well as a list of requested features, so users can get a sense of what’s in the works for The Bridge. Development has been funded both by Haverford College as well as by a Mellon Digital Humanities Grant and a program grant from the Classical Association of the Atlantic States (CAAS).
Blog: Contingent Faculty Series: An Interview with Theodora Kopestonsky
By Chiara Sulprizio | December 31, 2019
That contingent faculty members make up a significant portion of those teaching on college campuses today is a well-known fact. This fact also holds true in our own fields of study (e.g. Classics, Ancient History, Archaeology and Art History), and over the years much attention has (rightfully) been paid to the many challenges and problems that stem from this reliance on contingent labor. At the same time, and despite these challenges and problems, contingent faculty members have been making important contributions to our fields in the areas of service, teaching, outreach and research, and these contributions have only grown in their significance as the number of scholars working in these positions has grown. As members of the Committee on Contingent Faculty, we believe it is time to acknowledge these contributions and celebrate the accomplishments of faculty who are working off the tenure track in our related fields.
Blog: How to Kill a Canon: Sourcebooks that Address the Silence
By Sarah Bond | December 20, 2019
In November of 1897, a review of an English poetry collection titled The Flower of the Mind was published in literary journal The Academy. In his review of Alice Meynell’s anthology of the great English poems, publisher Grant Richards ruminated on the difficulties, worth, and effects of anthologies as a genre:
Anthologies, these latter years, come thick as Vallombrosa…For the making of an anthology is not merely the prettiest of literary amusements, it is also a delicate and fine mode of criticism. To select is to judge; tacitly, but no less deliberately. Admission or exclusion becomes the last word of a patient investigation, in the course of which, tests for genius are devised, and many an established reputation fails to sustain the ordeal. A history of anthologies would be a curious chronicle of the slow but inevitable determination of greatness.
Blog: Classics Everywhere: Enriching Children’s Learning with Interactive and Creative Programs
By Nina Papathanasopoulou | November 29, 2019
The new Classics Everywhere initiative, launched by the SCS in 2019, supports projects that seek to engage communities all over the US and Canada with the worlds of Greek and Roman antiquity in new and meaningful ways. As part of this initiative the SCS has been funding a variety of projects ranging from teaching Latin in a prison to collaborations with artists in theater, music, and dance. In this post we focus on a variety of programs directed to children: summer camps, classics days, after-school programs, and the creation of children-oriented animated videos.
Blog: Can a New Journal Modify the Way We Teach and Understand Classical Translations?
By Adrienne Rose | November 8, 2019
What is the interplay between Classics and literary translation? What are the preparatory actions for launching a new journal that will address problems and lacunae within the field? Adrienne K.H. Rose explores the challenges of beginning a translation journal which will address the philosophies, difficulties, and necessity for diversity within the area of classical translation.
Blog: How Can We Save Latin in our Public High Schools?
By Robert Simmons | September 12, 2019
High school Latin programs (along with Classics programs at the college or university level) are in perpetual peril, and keeping any program alive contributes to the ongoing effort to keep our field afloat and relevant, while also continuing to provide students with all of the benefits that we know that Latin offers. Monmouth College’s Classics Department spearheaded a successful, broad-based effort to resist the proposed elimination of the thriving Latin program at Monmouth-Roseville (IL) High School (MRHS) in Spring 2019.
Blog: New School Year, New School You: Playful Pedagogy in Intro Language Courses
By Amy Lather | August 26, 2019
As the new term approaches and gets underway, the SCS Blog is bringing you fresh perspectives and actionable ideas on teaching the languages, history, and material culture of the ancient Mediterranean. Try something small — or something big — to kickstart your course!
τίς δ’ οὐχὶ χαίρει νηπίοις ἀθύρμασιν;
Who does not find delight in childish amusements?