Creative Deformance and Greek Tragedy
By Rebecca Resinski, Hendrix College
I have developed mini-projects in which students undertake various “deformances” of Greek tragedies. Through their individual and collaborative experiments with remix, collage, erasure, and catalog, students creatively and critically extend our more traditional academic discussions. Pedagogically inclusive and easy to implement, deformative activities motivate close reading, prompt and crystallize interpretive insights, and help students develop dynamic, satisfying relationships with texts.
Athenian Comedies and Ancient Economies
By Anna Accettola, Hamilton College
Broadening course offerings, without sacrificing literary analysis and close-reading skills, is central to the vitality of Classics departments. In this talk, I discuss how I am using Aristophanes’ Acharnians, among other comedic plays, to illuminate ancient Greek economic practices through the lens of New Institutional Economics and its wide appeal to students from diverse backgrounds and colleges across campus.
Beyond the Sidebar: A Multimedia Approach to a Commentary on Plato's Crito
By Henry Zhang, Deerfield Academy
Despite advancements in digital commentaries, platforms like Dickinson College Commentaries fail to capture the browsability of reference texts and yield the fusion of philology and material culture. In this talk, I’ll explore ways in which multimedia, such as an integrated, dynamic interface, can generate more fruitful interactions with Plato’s Crito (for which I’m producing a commentary) than the traditional “sidebar.”
Bridge/Stats: a Tool for Discovering, Visualizing, and Comparing Textual Readability
By Bret Mulligan, Haverford College
How do we assess or compare the difficulty of texts, or map the level of difficulty within a text? Stats is a web-based dashboard in The Bridge ecosystem that displays and compares measures of lexical and syntactic difficulty for Latin texts, allowing instructors to identify more readable texts and sections, more intentionally select readings, and more effectively plan reading activities.
Teaching the Classics to Breakthrough Students in Philadelphia
By Anna Pendse
This project began as a collaboration between the Directed Independent Study program at Germantown Friends School and Breakthrough of Greater Philadelphia. The foundation of the project was an interest in exploring Latin grammar and Greek mythology with middle school students who attend charter and public schools in Philadelphia. These students are part of the Breakthrough Program of Greater Philadelphia.