Author Archives: Emma Bridges

Introducing…Paul Found, Classical Studies teacher and former OU student

Paul Found is a former Open University student who now teaches at Norton Knatchbull School in Kent. Here he tells us how his Open University MA in Classical Studies has enabled him to introduce the subject to his school’s curriculum.

We experience very few truly life-defining moments, but clicking on the ‘apply now’ button for my first Open University course is undoubtedly the one that put me on the path to the most rewarding career move I have undertaken.

It was 2005, and after working on the Channel Tunnel construction and for several years in the diving industry, I decided I was fed up with getting cold, wet and dirty for a living and it was time for a change. I decided on a career in teaching and I needed a degree, despite the fact I hadn’t written an essay since I left school in 1978. I also had a family and a mortgage, so there was no way I could give up working and this was where the Open University presented itself as the only viable option.

My decision to study for a masters in Classical Studies was itself driven by the presentation of the classical units in the old A103 module ‘An Introduction to the Humanities’ – and while I enjoyed every aspect of study, the units on the Colosseum and classical architecture, gladiators, and Euripides’ Medea had me hooked. Switching to a Classics undergraduate degree would have been simple, but I needed a job, and felt that the combination of English and History would give me more schools to choose from. Along with a mixture of luck and pure stubbornness on my part, however, the OU Classical Studies MA has allowed me to introduce Classical Studies to my school curriculum and to forge for myself the position of leading the subject alongside my role as a Teacher of English.

Studying for an MA in Classical Studies without a prior qualification in the subject was both challenging and rewarding in equal measure. The academic level of the course materials, coupled with the elevated academic requirement for the marked assignments, very quickly made me realise I was going to have to ‘up my game’. My tutor’s level of knowledge and expertise meant there would be no taking short-cuts and for me ‘near enough’ was never going to be ‘good enough’. The feedback for the first submission of my final dissertation began with ‘Oh dear Paul…’, and for the revised submission with ‘We need an urgent meeting!’ I started again, spending my entire summer holidays locked away working on the dissertation. The final result narrowly missed out on a distinction, but the experience of that year equipped me for the rigours of a teaching career more than anything the classroom or teacher training could throw at me.

Some of the GCSE and A level classicists at Norton Knatchbull School

The final year of the MA coincided with my first year at the Norton Knatchbull Grammar School in Ashford, Kent, which followed three years working in a somewhat challenging secondary school. Employed as a Teacher of English, I was delighted to be allocated an A level English Literature class and even more delighted that one of the set texts was Captain Corelli’s Mandolin, a novel that draws many parallels with Homer’s Odyssey. This, along with the classical references in the Shakespearean texts, presented the only real opportunities to present my classical knowledge in any meaningful way, until the school decided to drop its International Baccalaureate provision and offer a wider range of A levels. Seizing the opportunity, I offered a proposal for Classical Civilisation A level, waved my MA at the right people, and an agreement was reached to include the subject on the curriculum.

Meeting Peter Stothard, Edith Hall and Tom Holland with some of my sixth-formers.

I had arguably the most eclectic bunch of students you could imagine in that first intake, ranging from a student who has subsequently gone on to study English Literature at Cambridge to another whose main interest was in computers and who hardly knew which way up to hold a pen! The one thing they all had in common was that none really knew what Classics was all about when they signed up. Those who stayed on to continue at A2 had really caught ‘the Classics bug’, and their enthusiasm did much to raise the profile of the subject. I’m delighted to report that Classical Civilisation is now the fastest-growing academic subject in the school, with five of this year’s Y13 having applied to study Classics degrees at various universities.

With Mary Beard at the British Museum in 2014

The subject has now expanded to a lunchtime Latin club and a well-attended extra-curricular GCSE Classical Civilisation class. Much of this is driven by the 6^th form students; some even assist with the GCSE teaching and help to deliver a new initiative to take after-school Latin into a local primary school. The now annual Classics drama production has become one of the most anticipated events on the school calendar and we have a schedule of trips, events and lectures which mean we are always looking forward to something outside of the classroom, including an annual trip to Rome.

While studying with the OU taught me a great deal about the importance of time-management, it also ignited an insatiable (if time-consuming!) hunger for knowledge which went far beyond the scope of my OU assignments. It was always satisfying gaining that knowledge through totally independent study and being able to meet the assessment deadlines despite the pressures of work and life in general. How does this help me in my work? I don’t need to ‘teach’ my students what they can read in a book – they can do that themselves. In addition to ‘how to pass the exam’, I teach them what the OU taught me – how to take ownership of the subject, personalise their studies and use them as a foundation to go off and explore independently some of the many wonderful aspects of ancient life and culture.

How far we can expand Classical Studies at my school, I don’t yet know. I am currently the only teacher of the subject there, and there is only so much one person can do, but it is the enthusiasm and dedication of my students which will determine how far we can develop each year. On current form, we are going a long, long way!

Paul Found MA (Class. Stud.), Norton Knatchbull School (http://www.nks.kent.sch.uk/)

Editor’s note: If you’ve been inspired by Paul’s story and would like to find out more about postgraduate qualifications in Classical Studies at the Open University you can do so by visiting our departmental web pages here. The undergraduate humanities foundation module which Paul mentions in his post has been replaced by a newer version, The Arts Past and Present, which still includes lots of classical material: see here for more information and taster materials from that module.

‘Tis the season to be….classical

3 Replies

At OU Classical Studies HQ the conversation in the office turned recently to the subject of Christmas gifts, and this set us thinking about what we might buy for the classicists in our lives; suggestions ranged from the tasteful to the downright bizarre. Personally, I’d quite like a plane ticket to somewhere sunny where there’s a Greek temple or two, but as that’s not looking especially likely I thought I’d share with our blog readers some of the other (generally more affordable) suggestions which came up.

Valerie Hope mused that her walls are looking rather bare, so she’s hoping for a couple of classically-themed prints. Val says, “Piranesi is perhaps a bit fussy, and I’m coming out of my Alma-Tadema phase, but vintage travel posters can be quite striking: I might put this on my Christmas list as the blue sky would match my kitchen cupboards….” Also on the Colosseum theme, Mair Lloyd suggested this silver bracelet charm as a way for classicists to, as she put it, “proclaim their dedication to studying the Romans.” Alternatively Mair thought that a bottle or two of Pliny the Elder pale ale might be just the tipple for thirsty classicists. Jessica Hughes suggests that to go with their themed ale keen chefs might like to try the modern version of garum, colatura di alici, writing, “This is a staple in our fridge, and it is delicious on plain pasta with some lemon squeezed over it. A quick and super-tasty meal for busy academics!”

We have a fine selection of Greek vase mugs in the OU Classical Studies office, but Ursula Rothe has her eye on this one, bearing the phrase ‘Beam me up Scotty’ in Latin, to add to the collection. I’m also wondering whether as a department we perhaps ought to invest in some ‘Team Hector’ and ‘Team Achilles’ merchandise – the pin badges declaring allegiance to their favourite Homeric hero would be the perfect stocking-filler for any fan of Greek epic.

Perhaps unsurprisingly books featured rather heavily on many of our wishlists, with some suggestions in particular for the Christmas stockings of the next generation of classicists. Naoko Yamagata loves the Latin translation of Beatrix Potter’s The Tale of Peter Rabbit (Fabula de Petro Cuniculo); she remembers reading this along with the original and the Japanese translation to her baby son, and suggests that it also makes a great text for Beginners’ Latin classes for any teachers out there who are running Latin lessons. I’m a big fan of Usborne’s beautiful Greek Myths Sticker Book, which uses fabulous images of classical and post-classical artwork to introduce children to the characters and stories of Greek mythology. Meanwhile Jessica Hughes recommends Marcia Williams’ illustrated Greek Myths and The Iliad and the Odyssey for young readers aged 5 and over; Jess says that “the characters’ speech bubbles also provide a hilarious running commentary on the action which keeps the grown-up readers entertained too!” For adult readers Jess recommends trying The Dark Labyrinth by Lawrence Durrell, which she describes as “an enchanting, if slightly unnerving, story of some English travellers who disembark from their cruise ship on Crete to explore the ‘dark labyrinth’ and look for the Minotaur who inhabits it.” On a similar theme is Stephen Sherrill’s The Minotaur Takes a Cigarette Break .

We simply wouldn’t be covering the festive season fully if we didn’t give a mention to the obligatory Christmas jumper, and Laura Swift has found a knitting pattern for one that’s just right for those who love their Greek vases (see photo). Oddly enough her husband, who is also a classicist, has so far resisted donning one of these while lecturing, but she’s hoping she might get away with producing one for her infant daughter to wear… While we’re on the theme of festive clothing, Emma-Jayne Graham, who combines her love of the ancient Roman world with a penchant for penguins, likes the look of this rather niche ‘Emperor Penguin’ T-shirt. If penguins aren’t your thing, E-J also found this T-shirt featuring an illustrated history of the ancient world from 800-200BC, as well as some snazzy architecturally-themed accessories. Alternatively she suggests showing someone you care at zero expense by sending them a virtual votive.

The prize for finding the weirdest classically-themed Christmas gift, however, has to go to our Head of Department, Helen King, whose suggestion will be haunting my nightmares for some time to come. Helen writes, “Combining my interest in half human, half animal beasts with my abiding love of soft fluffy toys, the ideal present has to be the Teddytaur. There are some very dodgy variations on the teddy bear theme out there (if you’ve been to Amsterdam, you’ll know what I mean) but this is far more tasteful!”

Do you have any more gift suggestions for the classicist who has everything? Let us know in the comments below, or share your thoughts by tweeting us @OU_Classics. Merry Christmas!

Odyssey week

Leave a reply

by Emma Bridges

Last week was, for me, a week of Odysseys. The previous weekend I’d tuned in to catch up on this recent BBC spoof of Homer’s epic of homecoming by comedy trio Penny Dreadfuls, starring Peep Show actor Robert Webb as a hilariously self-obsessed Odysseus. The week also took me to London to see two very different live performances of the ancient tale. First up, on Tuesday, was a theatrical performance at the Globe of Simon Armitage’s The Odyssey: Missing Presumed Dead. This new version wove episodes from the ancient text – Odysseus’ encounters with a giant Cyclops, the Sirens, the Lotus Eaters, and the enchantress Circe – into a contemporary story featuring a government minister’s attempts to return home to his family after an unfortunate diplomatic incident abroad. The fusion of contemporary political drama and ancient narrative provided an insight into the possibilities which a classical text might offer for shedding fresh light on current issues, and vice-versa; in this case the themes of hospitality (and its abuse) and xenophobia loomed large, and the production – like the original Homeric text – explored the nature of storytelling from multiple perspectives, with the modern media and political spin highlighted as modern equivalents of the ways in which narratives are woven together by the ancient poet and his characters.

Then Thursday brought a very different kind of staged version of the poem. This year the Almeida Theatre’s Greeks season, consisting of productions of three Greek tragedies along with a programme of related events, has been hugely successful (you can read my interview with the theatre’s Associate Director, Robert Icke, here). To end the season the theatre staged an all-day reading of the Odyssey (in the translation of Robert Fagles) in its entirety; this followed on from a reading of the whole of the Iliad back in August. The Odyssey, read by sixty actors including such stellar names as Ian McKellen, Simon Russell Beale and Miranda Richardson, took its performers and audiences on an ‘odyssey’ of their own around London, both on foot and in various modes of transport including a London bus, several black cabs, a boat on the Thames and even the London Eye (where it was a stroke of genius to set the Cyclops episode).

Waiting to board for our Odyssey along the Thames.

Four key locations were open to live audiences, while the whole event was livestreamed online. I was lucky enough to get a seat on the boat trip up the Thames, during which I was treated to a series of actors reading the section of the story beginning with Odysseus’ arrival among the Phaeacians; then I, like thousands of others, managed to catch much of the rest of the day’s action online via the livestream and on Twitter (for a flavour, and for comments by those who shared in the experience from locations around the world, take a look at the Twitter feed for @almeidaodyssey or search #Odyssey).

That this durational reading (it lasted from 9am until after 9pm, when it ended in a bar in Islington at which the Almeida team were holding their end-of-season party) of an epic poem which is over two and a half thousand years old had such reach and generated such a buzz (remarkably, #Odyssey was trending on Twitter for much of the day) was due in large part to the capacity which modern technology has for facilitating mass communication and fostering collective experience; this was on a scale far beyond anything which might have been imagined by the bards who originally sang the Homeric tales. It was also a reminder of the power of a good story to entertain and enthral. The Odyssey has it all – monsters and magic, peril and heroism, pathos and humour, as well as a colourful cast of characters both mortal and divine – and that is perhaps why it has proved to be such a rich source of inspiration for writers and artists ever since its original composition.

During my week of Odysseys, I’d also asked followers on Twitter to share their favourite modern receptions of the Odyssey – suggestions ranged from the Coen Brothers’ film O Brother, Where Art Thou? to Margaret Atwood’s novel The Penelopiad and the 1980s children’s television series Ulysses 31. I’d love to hear your suggestions too, either in comments on this post or over on Twitter, where you can find me @emmabridges.

Update 16th December 2015: You can now watch the Almeida Odyssey reading in its entirety online here.

Perspectives: the Classical Studies Postgraduate Work in Progress Day 2015

3 Replies

by Liz Webb

My name is Liz Webb and I have recently completed the Open University’s MA in Classical Studies. It has been a wonderful, enriching experience, the highlight of which was the module requiring a dissertation on a subject of our choosing. For me, this led to a rewarding year exploring vision and hearing in Thucydides’ History of the Peloponnesian War.

During the year, I responded to an email inviting postgraduate students to present at the 2015 Postgraduate Work in Progress Day but I had little idea how many different perspectives on the Classical world would be revealed. I had started my research in February and, having had my proposal signed off and submitted my introduction and first chapter, I condensed my ideas into a 15 minute presentation. After a trial run with a willing, if small, audience at home, I was ready to go. One huge benefit of the process was thought clarification. Having explained my topic to non-Classicists, I had distilled it down to the essentials.

On the day of the seminar our welcome by the Classical Studies team couldn’t have been warmer. Over coffee we made our introductions and got to know each other before the main business of the day started. We enjoyed a wide range of presentations including topics such as movements in cursing rituals, cultural memory in Plato’s Theaetetus, choral utterances in Sophocles, the impact of immersion on learning ancient languages, and obesity in the Hippocratic corpus. It was a thought provoking reminder of the diversity of the department. The breadth of topics also revealed the interdisciplinary nature of research being carried out. Issues of material and textual evidence were discussed alongside questions of ancient and modern reception. The theme of the individual in classical society, both in a physical and intellectual sense, seemed to be a common thread running through many of the presentations.

When it was my turn to present, the presentation flew by and in no time at all we had reached audience’s questions. This really was the most helpful part of the day for me. The questions, which were challenging, raised subjects for me to research more widely. Other attendees recommended books they had used which they thought might be helpful and, indeed, some of these recommendations are proving invaluable. The seminar was also interesting for those who wanted to find out more about pursuing Classical Studies further. It was fascinating to hear the perspective of a presenter who has started the new Masters course. Also, for anyone thinking of studying for a PhD, it was a terrific opportunity to find out more about research methods and how other students have chosen to develop their themes over time.

Further benefits of attending the seminar emerged afterwards for me on a more personal level. It gave food for thought as to how more varied approaches might support my dissertation or future presentations. Some presenters shared handouts with quotations and translations, others used site plans, while some had a more data driven approach. It provided an interesting challenge to think how some of these methods might be relevant to researching Thucydides. Additionally, reflecting on which areas of my presentation had provoked wider discussion provided further focus for my work subsequently.

The Postgraduate Work in Progress Day provided a kaleidoscope of perspectives on the world of Classical Studies. I’d recommend the experience to anyone involved in postgraduate research at the OU. It’s such a friendly environment for testing out ideas while they are genuinely “in progress” and stimulates consideration of further directions, emphases and perspectives for taking research to its next level.

Editor’s note: If you’d like to find out more about pursuing a postgraduate qualification in Classical Studies at the Open University have a look at the information on postgraduate research here.

Introducing our Classical Studies students

Leave a reply

Although at the OU we don’t always get to meet our students face-to-face (but see here for an insight into how our teaching is carried out), here in the Classical Studies department we enjoy finding alternative opportunities for engaging with the people who are studying our modules. One way in which we do this is through the use of online forums. This summer several members of the department ran an online discussion forum aimed at students who are making the transition from Level 1 study to our Level 2 modules (the equivalent of the step up from first- to second-year undergraduate study elsewhere); the forum was a place where we could offer help and advice, and share our enthusiasm for the subject, and it also allowed our students to make contact with each other before the online forums for their individual modules opened. As a result we ‘met’ a whole range of students who form this year’s cohort. As always they’re a diverse bunch, spread over a wide geographical area, and with a variety of reasons for undertaking Open University study – there is no such thing as the ‘typical OU student’. We asked them to introduce themselves and to tell us a little bit about why they’ve chosen to study with us, so here are a few of their stories:

– Sasha, who lives near Leicester, told us that, with four young children and another on the way, the OU enables her to combine studying with raising a family in a way that would not be possible via a ‘brick’ university; having enjoyed the classical elements of the OU’s interdisciplinary Level 1 Arts module (in which students encounter, among other things, Sophocles’ Antigone, Plato, Cleopatra and Roman archaeology) she has decided to pursue a single honours Classical Studies degree.

– Several students cited a lifelong interest in ancient Greece and Rome as their inspiration for beginning formal study. Brian recalled a school trip to Chester and studying Latin at ‘O’ Level in the 1970s as fuelling his enthusiasm, and, having studied several history modules with the OU, is now embarking on Exploring the Classical World, our wide-reaching Level 2 module which introduces our students to the literature, history and culture of ancient Greece and Rome. Trevor, who is studying the same module from his home in the Scottish Highlands, told us that he’s been studying with the OU since 2013; he’s enjoying reading all manner of ancient texts and plans to go on to study our Level 3 module Myth in the Greek and Roman Worlds next year. Another of our students, Alisha, lives in Switzerland, and dropped in to tell us that she’ll be studying the myth module along with our brand new Level 3 module The Roman Empire. Philip in west Wales, meanwhile, is a local guide who spends a lot of time talking to tour groups about the Roman heritage of his town, so he’s joined us in order to find out more about the Greeks and Romans.

– Our new Level 2 Latin module, which we are offering for the first time this year, has been eagerly anticipated, and we met several students who are looking forward to learning the ancient language. Among them are those for whom the study of the language offers them the opportunity to enhance their understanding of the ancient world, and others who plan to study Latin as a way of complementing their knowledge of a variety of modern languages.

– Meanwhile we also give our students the opportunity to learn ancient Greek, with a module which teaches the language from beginners’ level as well as allowing students to gain a deeper understanding of some key literary texts by reading them in translation. Gale told us that, having retired after a long career in the NHS, she now has the time to take up formal study; she confessed to feeling a little daunted by the challenge of studying ancient Greek but is fascinated by the ways in which the ancient world continues to influence our own society.

If you’d like to know more about what we offer please visit our departmental website, where you’ll find information on our modules and courses (at both undergraduate and postgraduate level) as well as free taster materials and contact information.

Wishing all our students the very best of luck with their studies for the coming year!

Publication announcement: War as Spectacle

Leave a reply

This autumn sees the publication of an edited volume to which several members of the OU Classical Studies department have contributed. War as Spectacle: Ancient and Modern Perspectives on the Display of Armed Conflict (Bloomsbury) originated in an OU conference organised by Anastasia Bakogianni during her time in the department, and is co-edited by Anastasia and Valerie Hope, as well as featuring essays by Laura Swift, Naoko Yamagata and Emma Bridges.

The book takes an interdisciplinary and transhistorical approach, comprising eighteen essays which examine the ways in which war was presented as a multi-sensory spectacle in ancient texts and material culture as well as considering the reception of ancient conflicts since antiquity. Themes include the spectacle of combat in epic and lyric poetry, historiography and commemorative monuments as well as post-classical responses to ancient warfare, with chapters on film and the media, theatre and political propaganda.

To mark the publication of War as Spectacle Anastasia has recorded two interviews for Classics Confidential. You can see Sonya Nevin talking about her work animating hoplite scenes on ancient vase paintings here, and Anastasia talks here about her own chapter discussing the Euripidean anti-war trilogy of film director Michael Cacoyannis.

Thinking through theatre

1 Reply

by Emma Bridges

This week I’ve been lucky enough to see productions of two Greek tragedies in London. The first, Euripides’ Bakkhai, was at the Almeida Theatre; the second, a version of Aeschylus’ Oresteia, was also an Almeida production but after a highly successful run earlier in the summer it has now transferred to Trafalgar Studios in the West End. The experience of watching, on consecutive days, two very different plays whose production and performance contrasted strikingly with one another, set me thinking about what we can take away from actually seeing a performance of a play rather than simply reading it as a text on a page.

As a classicist with a particular interest in the reception of Greek literature I spend a lot of time thinking about how the context in which a text is written/read/viewed/performed/rewritten affects both the appearance of the text itself and an audience’s response to it. When we look at Greek tragedy and its manipulation of ancient myths (themselves fluid stories which did not have a fixed form, but which evolved depending on who was telling the story, to whom, and the context in which it was being told) this becomes interesting in all sorts of ways. For me, one of the things which makes tragedy so thought-provoking is the way in which it takes themes which are universally applicable to the human condition, and looks at some heavy moral questions (What is justice? Who gets to decide who lives and who dies? Are divine laws more important than those made by humans?). These questions, which exercised the theatregoers of fifth-century Athens, are not confined to one era or geographical location. This is precisely why Athenian tragedy can be transferred to new contexts, and why it has enjoyed a long and varied performance history.

Bakkhai – in the translation of Canadian poet and classicist Anne Carson – took what might be described as a fairly traditional approach to the staging of the play, in which the god Dionysus, walking the earth in disguise as a mortal, wreaks terrible revenge upon those who deny his divinity. This production broadly maintained the structure of Euripides’ original text and made use of a full Chorus, whose note-perfect singing was one of the highlights of the play; their odes, echoing the themes of the play – nature versus civilisation, irrationality and madness versus rationality and sanity, belief in the gods versus scepticism – provoked for me a series of reflections on the significance of religious ritual in the original performances of tragedy and offered an insight into how this might have appeared when performed in the Theatre of Dionysus in the fifth century BC. By contrast, the Oresteia – a new version by the Almeida’s Associate Director Robert Icke, which condensed the three separate plays of Aeschylus’ trilogy into one new play – was undeniably contemporary in both its setting and its structure, with Agamemnon reimagined as a modern politician whose actions as he carries out his civic duty have unbearable consequences which rock the foundations of his family and reverberate down the generations. In watching both plays I was struck overwhelmingly by how many of the questions which these stories raise have their equivalents in our own generation. Bakkhai, for example,focuses on the nature of religious belief, or superstition, and asks why some embrace it, yet others scorn or fear it. Meanwhile the Oresteia raises questions about loyalty and sacrifice, asking whether one death can ever be excused if it saves countless other lives, and whether revenge can ever be justified or appropriate.

Ultimately what makes these dramas so gripping is that they are essentially human stories, and there is a sense in which the viewers of a play see elements of themselves, and their own world, reflected back to them. This week I was beguiled by a disquieting Dionysus who was by turns charismatic and sinister; I recoiled at the horror of Agave’s slaughter – blinded by Bacchic madness – of her son Pentheus; I shared in Agamemnon’s conflicted loyalties and his impossible moral dilemma as he sacrificed his daughter for the sake of his army; and I lived through Clytemnestra’s maternal anguish as she wreaked her bloody revenge for the death of her child. That live performance of tragedy still has the ability to engender strong emotional responses and provoke profound reflection reminds us of the enduring power of these ancient narratives millennia after they were first conceived.

Farewell to Paula James

Leave a reply

James Robson writes on behalf of Classical Studies colleagues as the Department bids a fond farewell to Paula James, who is retiring after 22 years at the OU.

paula-james Paula originally joined the OU in November 1993 and has made an enormous contribution not only to the life of the department, but also Region 13, where she worked as a Staff Tutor. Anyone who has studied or taught on an OU module dealing with the Roman world or Latin language over the last 20 years will be familiar with Paula’s work. She has written at all levels in her time at the OU, often – in true Paula style – choosing to work in close collaboration with central academic and Associate Lecturer colleagues. On the cultural side, she co-wrote A428 (The Roman Family) and the hugely popular material on the Colosseum for A103 (An Introduction to the Humanities), in addition to making distinctive contributions on topics as diverse as Roman reputations (A219 Exploring the Classical World), Roman North Africa (AA309 Culture, Identity and Power in the Roman Empire), Buffy the Vampire Slayer (A330 Myth in the Greek and Roman Worlds) and Seneca (MA in Classical Studies). Her work on our language modules has included chairing Reading Classical Latin (A297) in production – a module that hit the headlines by attracting 1,000 students in its first year.

Paula has always been a hands-on colleague who cares deeply about the social mission and traditional values of the OU. Often outspoken about the need to maintain as many face-to-face opportunities for students as possible, Paula put in ten years of Summer School teaching and is proud to have begun the tradition of visiting Associate Lecturers’ tutorials to provide them with feedback and support. Her ‘outspokenness’ is hardly restricted to the realm of teaching, however, and many of her Arts colleagues know Paula best for her lively and polemical contributions to Faculty debates. She is always articulate, always passionate and always determined to hold the university management to account. Most notably, Paula recently led the fight to save Region 13 when the university announced its closure in 2014. The campaign may have been ultimately unsuccessful, but Paula nevertheless won some important battles.

They may at times have been at loggerheads, but Paula and the OU have also been such a great fit. As someone who came to Classics as a mature student, she provides a great example of the transformative power of education as well as the OU’s preparedness to take a punt on someone who doesn’t neatly fit the cookie-cutter mould. The eclectic nature of her research is not just refreshing (Apuleius’ The Golden Ass and Roman poetry on the one hand; film, TV, literary parrots and trade union banners on the other), it has also consistently grown out of her teaching, demonstrating an exemplary mesh between the two. Importantly, too, Paula’s presence has always added energy, informality and friendliness to the department, qualities that contribute towards making OU Classical Studies such a wonderful place to work. I don’t suspect for one moment that we have seen the last of Paula at Walton Hall, but she will be much missed by her colleagues all the same.

It was all Greek to me….

Leave a reply

OU Classical Studies student Ian Ramskill shares his experience of studying with us.

…Well it was ‘all Greek to me’ until I completed A275 Reading Classical Greek: Language and Literature, a wonderful module, on which more later; but first a quick introduction to myself and some of my experiences of studying Classics with the Open University over the last six years. In brief IR student pic , I’m now approaching the big half century and I’m a freelancer in the aviation industry, having previously served in the RAF. Before joining the OU I had no experience of university level education, having left school at sixteen with a clutch of ‘O’ levels. A trip to Rome reignited my childhood interest in the classical world and I began to read more about it. This was the point at which, with some trepidation, I decided to give the OU a go, over twenty five years since I’d written more than a couple of sentences together, never mind an essay!

The OU humanities gateway module AA100 (The Arts Past and Present) was just great; it still surprises me how much my essay writing developed and improved in just 8 months. After this I worked through the then available Classical Studies modules A219 (Exploring the Classical World), A330 (Myth in the Greek and Roman Worlds) and the two Latin courses (now the new A276); all were intriguing, informative and utterly engaging. In A219 we studied Homer and classical Athens – with, among other things, an in depth analysis of the Parthenon – before moving on to the fall of the Roman Republic and Augustan poetry. The Latin courses, while hard work, were very satisfying. Translating book II of the Aeneid – the fall of Troy – was a particular highlight once I had acquired the language skills to do so. In A330 we investigated literary, artistic and political uses of ancient myths; Ovid’s Metamorphoses in particular was well received. It would be remiss of me not to mention the fantastic support I received from all of my tutors; without fail they have been enthusiastic and encouraging, providing timely and constructive feedback on assignments and being readily available to provide help when needed.

So now to my most recent module, A275, and the study of Greek language and literature. I found this a challenging module, but the excellent materials provided by the OU – coupled with some tenacity on the part of the student – made it more than manageable. One of the first challenges was to master the Greek alphabet, but there is a great free learning aid available to non-students on the OU Classical Studies department website, which also acts as a taster of what the module offers. Those who take up the module are almost spoiled with the amount of textual, audio and visual learning aids provided; CDs provide recordings of many of the Greek exercises, and there is lots of help with the translations of adapted texts. There are also some great websites to aid vocabulary and grammar retention. I used these almost daily in my breaks at work; with language work ten minutes here and there, but often, is a useful learning strategy.

Even students who do not wish to go on and read original Greek texts benefit from the focus on analysing different translations and assessing their merits. The module can also be tailored to your individual needs; as you progress you can slow down the language learning and invest more time in studying literature in translation if you prefer. The three key texts studied in translation are Euripides’ Medea, Aristophanes’ Clouds and Plato’s Defence of Socrates.These are three pearls of Greek literature; the betrayal and horrific revenge depicted in Medea pushes what it is to be human to the limit. Clouds,with its irreverent and bawdy humour, may not be to every modern reader’s taste, but offers important insights into contemporary views on philosophy and indeed daily life in late fifth-century BC Athens. Plato’s work though, for me, is brilliant artistry; the CD recording which is provided enhances understanding of the text, as with the audio-visual materials for the rest of the module (these include a DVD showing a performance of Medea, and a CD recording of Clouds).

To say that I have enjoyed the last six years would be a gross understatement; investigating and writing about the classical world has given me a much more informed understanding of this fascinating era. It has been difficult at times balancing work and family commitments but somehow I have managed to make the time and meet the deadlines; it is with gratitude that I give my thanks to my patient and encouraging wife. Now onwards to my final year and the new Roman Empire module, A340, which I’m sure will be just as enjoyable as all of the previous ones.

Editor’s note: if you’ve enjoyed reading Ian’s post and would like to know more about Classical Studies courses at the Open University have a look at our departmental pages, where you can find information on our modules as well as a whole range of free taster materials.

The Poetics of War: Remembering Conflict from Ancient Greece to the Great War

Leave a reply

by Emma Bridges

Last week I attended an international conference entitled ‘The Poetics of War’ at University College London. For researchers like me, whose work focuses on cultural responses to armed conflict in the ancient world, reflections on the centenary of the First World War provide the opportunity for drawing comparisons between the memorialisation of wars in more recent history and those of the classical past. This conference brought together classical scholars as well as those working in other fields, and our shared interests in the ways in which war is remembered from a range of different perspectives – personal, local, and national – and via different written and artistic media made for some thought-provoking discussions.

Topics covered ranged from ancient Greek and Roman literary, monumental and artistic commemorations of war to the ways in which more recent conflicts – the Crimean War as well as World War I – have been memorialised. We thought too about the overlap between these periods, and in particular about many of the ways in which the classical tradition has influenced more recent responses to war. Particular highlights for me included Edith Hall’s keynote lecture on David Jones’ modernist war poem In Parenthesis, and a talk by Elizabeth Vandiver, whose important work on classical influences on the poetry of the First World War is an outstanding example of recent work in classical reception studies.

In my own paper I sought to bring something of my own research into female perspectives on war to the conference. I focused on a twentieth century historical novel by Naomi Mitchison, Cloud Cuckoo Land (1925) which, although set in the closing years of the Peloponnesian War in the fifth century BC, also reflects some of the wartime experiences of the generation of women who had lived through World War I. Although 1920s literature is something of a departure for me in relation to previous research I’ve undertaken, the opportunity to think about how some of the themes of my work might resurface in this historical period was a valuable one. In particular it led to interesting conversations about gender roles in wartime and the extent to which war narratives are often dominated by male voices, as well as women’s engagement with the classical tradition.

As always at such an event it is those exchanges with other scholars working in related fields which offer the opportunity to make fresh connections – both in terms of meeting new people and in thinking about the material on which we are working. If it’s a sign of a successful conference to return home with both a reading list and a contacts list that are longer than they were at the start of the event, this occasion was certainly a fruitful one!

All talks from the conference were recorded and will be available in due course via the YouTube channel of UCL’s Classics department; I’ll post the link here when they are live.