Art and Culture - 03 - Homer and End of Bronze AgeRandy Connolly
Third module for GNED 1201 (Aesthetic Experience and Ideas). This one covers how the historical and cultural context of Homer. It begins by examining art and society of the Minoans and then the Mycenaeans. It then examines Homer, the Iliad, and the Odyssey.
This course is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Art History and Culture course. Some of the content overlaps with my other Gen Ed course.
Art and Culture - 03 - Homer and End of Bronze AgeRandy Connolly
Third module for GNED 1201 (Aesthetic Experience and Ideas). This one covers how the historical and cultural context of Homer. It begins by examining art and society of the Minoans and then the Mycenaeans. It then examines Homer, the Iliad, and the Odyssey.
This course is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Art History and Culture course. Some of the content overlaps with my other Gen Ed course.
Ancient Coin collection. Coins described and shown in conjunction, where possible, with museum quality ancients. Ancient coins are a 'hook into history' and hopefully this will give the viewer and idea of the appeal and the insight into history that a collector enjoys.
The playwright Aeschylus fought in the Greco-Persian Wars, and the battle scenes of the naval Battle of Salamis in his play, The Persians, may have been eyewitness accounts. They provide a more enthralling and possibly more accurate account of the battle than Herodotus.
We will also consult Herodotus for the actions the wily Themistocles took to ensure a Greek victory in the Battle of Salamis, tricking the great King Xerxes to defeat, and the Ionian Greek woman General Artemisia.
We also summarize the Greek defeat at the Pass of Thermopylae that preceded the Battle of Salamis.
YouTube video: https://youtu.be/cabAkQwHnlk
Please support our channel, if you wish to purchase these Amazon books we receive a small affiliate commission:
The Histories, by Herodotus, Aubrey de Sélincourt, Translator
https://amzn.to/3EQAHID
Herodotus: The Father of History, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
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The Ancient Greek Historians (Harvard Lectures), by John Bagnell Bury
https://amzn.to/2Z18ZcO
The Greek and Persian Wars, Audible, by John R. Hale, The Great Courses
https://amzn.to/3FrzNCA
Plutarch's Greek Lives, Oxford World Classics, Robin Waterfield, translator
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Great Books of The Western World: VOLUME 5 - Aeschylus / Sophocles / Euripides / Aristophanes, by Encylopaedia Britannica, used copies inexpensive
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Blog: https://wp.me/pachSU-zK
Introduction to Western Humanities - 4 - Classic GreeceRandy Connolly
Fourth lecture for GNED 1202 (Texts and Ideas). It is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Intro to Western Civilization style course.
The Iliad, a warrior saga, has two visiting enemy camp stories. To truly highlight the hazards of such visits, and to gain a better understanding of how life was lived in a warrior society, we will compare these stories to a few of the visiting enemy camp stories a remarkable collection of short stories in the “Tales of the Northwest,” a collection of remarkable stories of Indian life and culture in the American frontier.
One of the most courageous characters of the Iliad is Chryses, the father of Chryseis, priest to Apollo, who ALONE visits the armed camp of the enemy, the camp of the Greeks, bringing a ransom for his beloved daughter, Chryseis, whom King Agamemnon has captured as his concubine. Another courageous figure is King Priam, who with a disguised god visits the enemy camp of the Achaeans to ransom the body of his son Hector, whom Achilles has been dragging behind his chariot around the walls of Troy, so the Trojans can properly bury the dead Hector to release his soul to the underworld.
The stories in the “Tales of the Northwest” chronicles multiple visiting enemy camp stories where fathers ransom their captured daughters, and where braves ransom their captures wives, all of which are similar to these scenes in the saga of the Iliad. The first few stories illustrate the maxim that in these tense enemy camp meetings hospitality must be shown, a meal must be shared, and in the Indian versions everyone must take a smoke from the shared pipe. Both host and guest must be respectful, lest them doom their fate. In both stories an enemy Indian band had killed most of the family or tribe, except for the Indian daughter or wife whom the brave visitor seeks to ransom.
We have a final story of how Pope Leo successfully and bravely rides into the enemy camp of Attila the Hun, unarmed, and persuades him not to invade and sack Rome.
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
Tales of the Northwest, by William Joseph Snelling
https://amzn.to/3tI7iff
Fourth module for GNED 1201 (Aesthetic Experience and Ideas). This one covers Greek art and culture during the archaic and classical time periods (roughly 700 - 400 BCE).
This course is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Art History and Culture course. Some of the content overlaps with my other Gen Ed course.
ARH 131 VISUAL ANALYSIS PAPER One of the more traditiona.docxjustine1simpson78276
ARH 131: VISUAL ANALYSIS PAPER
One of the more traditional assignments students encounter in an introductory Art
History class is to write a visual (formal) analysis paper. This assignment, which is
based on the student’s visit to the Lowe Art Museum on the University of Miami campus
in Coral Gables, whose permanent collection contains Greek pottery from the time
period that we are studying in Unit 2, requires students to trace the development of
Greek pottery, by examining the various techniques and quality of naturalism that
evolved over the course of approximately four centuries.
Students will select four objects in the collection to analyze: one (1) from the Geometric
period; one (1) from the Orientalizing period; one (1) object utilizing the black-figure
technique; and one (1) utilizing the red-figure technique. Pay close attention to each of
the object’s stylistic features, describing each element and integrating into your
analyses comparisons to object(s) we have studied in the textbook or in lecture from the
PowerPoints. When selecting objects to compare the Lowe museum pieces to, be
discerning. That is, try to find objects that share more characteristics than not.
The aim of this 5-7 page (excluding printed imagery of the objects, which may be either
wrapped in the text or placed at the end of the document and labeled), double-spaced,
typed assignment is for students to develop an eye for style and locate the subtle
differences that distinguish one technique or tendency from another. As such, the
paper should be organized with an introductory paragraph, body, and conclusion. The
introduction may include some general information (e.g., historical, economic, cultural)
about the objects’ specific time period(s), and the technique(s) utilized to create the
object(s). More importantly, the introduction should include a thesis statement.
Be sure to organize the body in a logical, analytic fashion, and conclude the paper with
some remarks about the significance of the objects -- that is, how they fit into a larger
Greco-Roman art historical framework. Remember, this is NOT a research paper;
however, if you quote a source (e.g., a placard or web site from the museum), be
certain to include a citation.
ART HISTORY 131
Greek: Hellenistic
Hellenistic
(c. 325-150 BCE)context: historicalperiod of transition; even of decline or decadencebetween Greek Classical and emergence of Roman Empire era following conquests of Alexander the Greatbegins w/ death of Alexander in 323 BCEafter Alexander's death, approximately forty (40) years of constant war between his generals (the Diadochi or Successors) by c. 275 BCE, situation had stabilized, resulting in four (4) major domains:Antigonid dynasty Macedon/central GreecePtolemaic dynasty Egypt Seleucid dynasty Syria and Mesopotamia Attalid dynasty Anatolia (based at Pergamum) ends w/ final conquest of Greek heartl.