Advice for teachers -
Classical Studies

Unit 3 and 4 – Area of Study 1: Individual study

Outcome 1

Analyse the ideas and the techniques of a classical work and evaluate the relationship
of the work to its sociohistorical context.

Examples of learning activities

Investigate the plot and characters of the selected work (‘who, what, where, when and why’) and create a summary.
In groups, create a detailed character analysis of one character from the selected work and present findings to the class.
Identify the form of the work chosen and investigate its key features. Use this information when annotating the text, identifying key features of the form of the work. For example, the use of the chorus in tragedy, satire in comedy, similes or metaphors in epic.
Read the introductions that accompany the written texts and take notes on the sociohistorical context, the relationship of the work to this context, ideas and techniques, and the form.
Access La Trobe University on iTunes U and locate a relevant lecture, such as ‘Homer and the Trojan War’, ‘Sophocles’s Ajax’ or ‘Herodotus and Thucydides’. Listen to the lecture and complete activities (either as an introduction or as a revision).
Compile a glossary to define key techniques, such as epithet, simile, metaphor, pathos, parody, foreshadowing.
Annotate sections of the classical work as it is read aloud in class; focusing on ideas, techniques, content and sociohistorical links.
Practise analysing selected extracts of a classical work by answering ‘who, what, when, where, why’ questions. Build on these skills by answering ‘analyse, explain, evaluate’ questions.
Analyse selected extracts from a classical work, focusing on the ideas, techniques, sociohistorical context and the relationship of the passage to the whole work.
Conduct research to investigate the sociohistorical context of the work, including: when and where the author or artist lived, significant events that occurred during their lives, their contribution to their chosen form, key issues and events occurring when the work was produced/made, influences on the author/artist. Present findings to the class.
Watch the series ‘The Greeks’ to explore the development of Athens from the archaic to the classical period. In order to investigate the sociohistorical context, focus the watching as follows: View episode 1 for the development of democracy and the Persian wars relevant to works from the first half of the fifth century (such as those of Herodotus, Aeschylus and Sophocles). View episode 2 for the development of the Parthenon and works from the mid-fifth century. View episode 3 for the Peloponnesian wars, the demise of democratic Athens and the death of Socrates, relevant to work of Thucydides, Euripides and those from the end of the fifth century.
In groups, investigate one key idea from a work; for example, the heroic code, role of the gods, revenge, justice, duty, honour. Each group shares their findings with the class.
Using images and links from the VCAA Classical Works List, research and annotate material culture and present findings to the class. (This might be a vase or sculpture or a Roman portrait.)

Detailed example 1

Reading and annotating classical texts

The main focus of studying a classical text involves reading the work to develop a comprehensive knowledge and understanding of its content, ideas, techniques, sociohistorical context, and the significance of sections of the prescribed work to the whole work.

Reading sections of the text (or the whole text) in class allows students to gain a greater understanding of the form, ideas and techniques of the work because originally it would have
been recited orally.

In preparation for reading and annotating a classical text, students should be introduced to the plot of the work, the form and its key features and techniques. The introductory notes that accompany the text are often a useful place to start. Accessing a relevant iTunes U lecture from La Trobe University could also provide a helpful introduction.
Students use this knowledge to identify key features of the form and associated techniques when reading and annotating the text. This could include: identifying the role of the chorus, use of tone, repetition, foreshadowing, satire, pathos and so on.
A plot summary and list identifying the key characters, ideas and techniques of the work will help students (when reading and annotating) to understand the sequence of events, the key ideas and how the author develops these ideas.
Students are given specific instructions regarding annotating so that they understand what they are annotating in the text and why. These instructions form a model for students when they annotate their own texts. (Refer to the ‘Developing a program’ section of this Advice regarding annotating.)
Published commentaries or study guides can also be useful for explaining specific aspects of the text. These can be found online, in bookshops, in the State Library and other libraries. Teachers can direct students to online guides (such as Cliffs notes Study Guides) or create their own.
Teacher reads the text aloud to the class and, if appropriate, students participate in the reading.
During the reading, students annotate their text to identify: characters, ideas, techniques, significant events, links to the sociohistorical context, quotes and evidence. Sticky or post-it notes are useful when taking notes.
After the reading and annotating has been completed, a study of the ideas in the text is carried out. This involves examining key sections and exploring what they tell us; for example, values of the heroic code, relationship between gods and mortals, anger, revenge, justice, role of women in society.
Students record these findings in a table or workbook and develop the notes in greater detail as they gain more understanding of these ideas by working through the text.
Students then apply this knowledge to a close study of selected passages, developing their ability to analyse the ideas, techniques, sociohistorical context and the relationship of the passage to the whole work.

Detailed example 2

Research and annotate a vase or sculpture or a Roman portrait

Teacher provides students with links to the material culture listed on the Classical Works Lists.
Teacher allocates one of the material culture works to each student or pair of students (depending on numbers in the class). Students research the individual work looking for the following information: title of the work, type, name of potter/painter/sculptor, date.
Students identify and summarise the content of the work: the individual/s, objects, ideas and symbolism in the work.
Students analyse the ideas and values conveyed in the work; for example: heroism, victory, honour, links to mythology.
Students label and describe the techniques used to create the work.
Students explain the link between the work and its sociohistorial context.
Students use this research to create a poster or multimedia presentation.

Teacher provides students with appropriate resources (such as websites, text books, gallery catalogues, links to clips) to assist them in finding this information.

Advice for teachers -Classical Studies