A reformed classical pedagogy

Friedman, Rachel D.

doi:10.1093/crj/clt006

Cited by 2 publications

(1 citation statement)

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“…The ambiguity of who is responsible for this dialogue, reader or practitioner, is not always noted in other discussions of the topic. For example, in her account of implementing aspects of reception studies in classical pedagogy at a university level, Friedman seems to see ‘the transhistorical’ as something done by the reader: students are encouraged to ‘read backward and forward’ (Hardwick, 2003) for themselves, rather than to look for instances of this in others’ work which engage them in a significant dialogue with antiquity (Friedman, 2013, p.236).…”

Section: Literature Reviewmentioning

confidence: 99%

Can studying a topic through a reception studies approach improve the quality of Year 7 students’ creative responses to the ancient world?

Sykes¹

2021

J. of Class. Teach.

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The lessons planned in this essay were designed for a group of Year 7 students in an independent girls’ school in London. Their course of study for Classics in Year 7 was a general introduction, involving beginners’ Greek and the rudiments of Latin, but largely focused on learning about Greek mythology, Homeric epic and Roman culture. Wright's Greeks & Romans textbook was often used in class, but the content was chosen and materials designed by the class teacher. I began teaching this class just as they were finishing Greek mythology and beginning to study the Iliad and Odyssey. The sequence of four lessons, based around the Underworld was intended to provide a re-cap of the Homeric material after they had studied the two epics, as well as exploring in further detail episodes which I had skipped over for the sake of brevity in the previous sequence, such as the Odyssey's katabasis. It also looked forward to studying Roman material in the next module by introducing the Aeneid in translation.

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Section: Literature Reviewmentioning

confidence: 99%