Can include relevant historical figures like Tyrtaeus and Archilochus (poets who wrote about hoplite warfare), or Leonidas, Pausanias, and Aristides (famous hoplite commanders) note that this group project will involve making your own hoplite ‘shields’ ( hopla) and ‘spears’ ( dorata) a week or two in advance, which can count towards the final grade as part of participation in the project. Option to include later classical female poets (such as Sulpicia and Nossis), as well as modern and contemporary feminist and LGBTQ thinkers, writers, artists, and musicians (think figures like Simone de Beauvoir, Valerie Solanas, Judith Butler, Eve Sedgwick, Lil’ Kim, and Janelle Monáe).ģ) Hoplite Warfare Game: For those athletically inclined (or not), students will reenact a hoplite warfare battle (the basics-no one needs to get hurt), with a smaller group of students from the large group offering explanations and instructions on the mechanics, strategies of each side, and problems that could arise. Possibility to include larger group roles for Achilles’ Myrmidons and the Greek army, depending on student interest.Ģ) ‘Sappho is Burning’ Game: Taking its title from Page duBois’ (UCSD) book, Sappho Is Burning (1995), the Greek lyric poet Sappho will be put on trial for her feminist poems and how these violate archaic Greek masculine norms cast could include the poetess Sappho herself, Praxilla, Corinna, the goddess Aphrodite, Zeus (as judge), the male archaic poets Semonides, Archilochus, Tyrtaeus, Alcman, and Solon, and other mythical figures such as Helen. I gave students who were interested four options to choose from:ġ) Homeric Kingship Game: Drawing from the mythical conflict between Achilles and Agamemnon in Homer’s Iliad, students will reenact the dispute over Briseis from Iliad 1 and combine these with the subsequent attempts at reconciliation from Iliad 9 characters can include Achilles, Agamemnon, Menelaus, Briseis, Nestor, Odysseus, Ajax, Phoenix, Patroclus, the goddess Athena, the gods Zeus and Apollo, the Trojan priest Chryses and his other daughter Chryseis. Students must also pursue a course of action to try to win the game.” While students are obliged to adhere to the philosophical and intellectual beliefs of the historical figures they have been assigned to play, they must devise their own means of expressing those ideas persuasively in papers, speeches, or other public presentations. Reacting promotes engagement with big ideas, and improves intellectual and academic skills.Ĭlass sessions are run by students. Instructors advise students, and grade their oral and written work. Reacting roles and games do not have a fixed script or outcome. In Reacting to the Past games, students are assigned character roles with specific goals and must communicate, collaborate, and compete effectively to advance their objectives. “Reacting to the Past is an active learning pedagogy of role-playing games designed for higher education. The project was inspired by the more formally organized historical role-playing games devised by Barnard College ( ), with some adherence to the following criteria (emphasis my own), even if the gamification/competitive element was not followed: ![]() ![]() For my first large lecture class at the University of California, Riverside (UCR)-CLA 10A: Ancient Civilization, Early Greece and the Mediterranean-I offered students the opportunity to do a “Reacting to the Past”-themed midterm project in lieu of the traditional written midterm assignment.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |