Discover and read the best of Twitter Threads about #teachancient

Most recents (11)

My intermediate Greek class recently made papyrus and it worked pretty well! Here's a little thread on our process. 1/10 #ClassicsTwitter #TeachAncient
The reeds grow well in any humid climate. The @Illinois_Alma grounds staff kindly set them aside for us at the end of the season but I think I could grow them in my backyard. Shout out to @jessrwells for helping with the harvest 2/10
First we removed the husks and cut the pith into thin strips. You need sharp knives for this so I got faculty and grads to help. Less liability and good community building! 3/10
Read 10 tweets
Keeping Latin fresh &current at the high school takes up most of my week, but I managed to write pieces on topics ranging from abuse in sports to Ovid at @TheWeek @HuffPost @mcsweeneys @NBCNewsTHINK @swimswamnews @sentantiq @The_Belladonnas @scsclassics & @Paideiainstitut THREAD
Jan: It can be hard to build a solid secondary Latin program, especially when there is no L in STEM Here's my piece for In Medias Res about a few easy strategies for keeping your dead language program alive via @PaideiaInstitute #LatinTeach #TeachAncient…
Jan: I wrote Latin mottoes for your overrated university in 2017 and made a sequel of honest state mottoes for the new year.

Massachusetts: Tacete, scimus nos asperos esse
“Shut up, we know we are rude”

On @McSweeneys…
Read 21 tweets
Welcome to the live tweet of this week's meeting, led by @rympasco, where we will discuss Erik Robinson's "'The Slaves were Happy': High School Latin and the Horrors of Classical Studies" for Eidolon, as well as a @splcenter article, "Teaching Hard History."
Robinson's article can be found from @eidolon_journal here:
The @splcenter article is on their website, here:
@rympasco begins by addressing Robinson's article, asking us to think about potential issues about how Latin is taught now, how we would teach ancient slavery generally, what our emphasis would be, and what's at stake.
Read 44 tweets
Next up is @harvardclassics' Miriam Kamil, whose talk is entitled "Straightening the Classics: The Censorship of Homoeroticism in the traditions of Sappho and Catullus." #teachancient #glassics #phdchat
M begins w some background information on Sappho and notes that, by the 19th c, sapphism becomes a synonym for lesbianism. There is an argument to be made that Sappho's homosexuality was censored even by her contemporaries. Stories started by comedians that she was a prostitute
M: Censoring of homoeroticism or usual attacks on women? Prevailing view now that Sappho's poems lost bc they were written in Aeolic dialect - fell out of favor and stopped being read. It's been suggested that suppression of Sappho's homoeroticism was to make her more "palatable"
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Welcome to a special Hestia live tweet of @harvardclassics's GLassics workshop (2nd meeting), set up to create a safe space to discuss LGBTQ+ identity in classical texts. Today's workshop will focus on gay reception.
First up is Chris Cochran, who will be discussing "The Gay Reception of Petronius in the #metoo Era" #teachancient #glassics #phdchat

(Chris' introductory slide features the Norman Lindsay's "The Catamite" [1922])
C starts with the scholarly reception of sexuality in Petronius. At the time, Sullivan 1968 seems to give "frank" discussion of bisexuality, 1 year before Stonewall and 10 years before Dover. Today, scholarship suffers from linguistic issues (e.g.: terms such as homosexuality,
Read 18 tweets
Welcome to this week's live tweet! Today, we revisit our articles from last week (thread here: ) This week, we have special guest faculty member Professor James Uden. @i_nurmi opens the discussion by returning to a critical question: why Latin and Greek?
Though last week's discussion was fruitful and evocative, @i_nurmi points out that we skirted around and didn't really arrive at the ultimate question of why these classes are important, and how we convince our students these are important.
A big problem here is the perception of Latin as a "prestige language." A cohort mentions a panel at CANE last year with pushback against Latin as ID'd as "prestige Latin"; one panel speaker gave e.g. of students finding value in the language *because* of this identity...
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Welcome to Hestia's weekly live tweet! This week's discussion, led by @ala_Camillae, will look into @IndwellingLang 's @eidolon_journal article "Teaching Latin to Humans," as well as @MagisterBracey 's "Why Students of Color Don't Take Latin." #langchat #teachancient
We begin with discussion on Bracey's article. @ala_Camillae notes that both articles come from the school of thought of Comprehensible Input (CI) and Second Language Acquisition (SLA).
Read 44 tweets
A thread about understanding my role as a teacher of color in the discipline of #Classics through some unexpected but very welcome and engaging one-on-one conversations with students today. #ClassicsTwitter #TeachAncient 1/
Today is the first (and probably last) Sunday for me in Worcester this semester, so I decided to spend the day on campus to get some work done. I extended an invitation to my students in #CLAS102 to come visit me in my office since their first papers are due this Tuesday. 2/
I was surprised to have four students take me up on my offer, but glad for it, as I love talking with students one on one, hearing their ideas, helping them strengthen arguments, etc. I hope to have more one on one meetings as the semester progresses. 3/
Read 20 tweets
Welcome to this week's live tweet of Hestia! Following our discussion last week on translating Ovid's rape scenes This week, we read Liz Gloyn's 2013 article "Reading Rape in Ovid’s Metamorphoses : A Test-Case Lesson" (CW 106:4). CW: rape, sexual assault
This week's discussion is led by @rympasco. Gloyn's article is unique in that it is a case study of teaching translations of two Ovidian rape scenes - Proserpina and Philomela/Procne. All in all, a great way to look at some #teachancient methods.
@ala_Camillae brings up concerns about an example given in Gloyn's article of a student disclosing information about their own personal experience with sexual assault. Does this cross a line into a title IX issue?
Read 52 tweets
Welcome to the live tweet of our meeting discussing Catullus 63 and issues of pedagogy and translation. This week, we read Maxine Lewis' chapter "Queering Catullus in the Classroom: The Ethics of Teaching Poem 63." (summary forthcoming).
@ala_Camillae begins the discussion by summarizing some of the major points of the article--in particular, the difficulty of introducing gender-neutral pronouns to students and the many issues behind the choice of the word "they" in translation.
@ala_camillae quotes Lewis on the issue of coming into a classroom where students are predisposed to think the major 3PS pronouns are "he/she," when actually that may be damaging, exclusionary to trans/genderfluid students.
Read 60 tweets
Welcome to the livetweet of Hestia's second meeting! This week, we are led in conversation by @duxfeminafacti9 on how translators choose to depict rape scenes in ancient literature. (CW: Rape)
First, @duxfeminafacti9 reads a quote from Leo Curran's "Rape and Rape Victims in the Metamorphoses": "Rape is the 'dirty little secret' of Ovidian Scholarship." In older translations, Ovidian rape scenes are hidden in innuendo.
One of the legal terms in ancient Rome for rape was "vis passa," which, when it appears in literature, is translated in such a way to convey consensual sex--legally, it explicitly isn't. Leucothoe, for example, is always translated as "willingly accepting" his "vigor."
Read 44 tweets

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