A2 Classical Civilisation

AS/A2 CLASSICAL CIVILISATION

OCR (1-2 years)

Course Content

Our AS course comprises two units:

Unit CC3:Roman Society and Thought

This unit involves a study of Roman society and its values around C1st/2nd AD through the eyes of four Roman writers of the period, namely:

• Horace noted for his wit and nicely turned phrase, Horace was the author who first advised us to -Seize the day' (Ecarpe diem ) and who celebrated the death of Cleopatra with â€-Now's the time for drinking' (Enunc est bibendum )
• Petronius appointed Nero's -arbiter of taste' (until he had him commit suicide for treason), Petronius wrote a savage and cruelly funny attack on the lifestyle excesses of Trimalchio, one of the original nouveaux riches
• Pliny the straight-laced Roman governor and lawyer who found greater fame through his letters to some of the greats and not so greats of his day
• Juvenal the man who made biting satire what it is today and possibly the rudest author ever to be studied at A level in Juvenal, there is something to offend all tastes!

As well as studying a selection of their works as literature, we also cover what they tell us of the society which produced them for example, the attitude to women and foreigners; the position and power of the emperor; the â€-haves' and â€-have nots' of society; and the philosophies of Stoicism and Epicureanism.

Unit CC4: Greek Tragedy in its Context

As well as coming to terms with the conventions of Greek tragic theatre, students will study four plays:

• Aeschylus' EAgamemnon how the returning war hero's sacrifice of his daughter and his bringing in tow his glamorous mistress proved too much for his unfaithful wife
• Sophocles' Oedipus the King how this unfortunate man came to realise he had murdered his real father and married his mother
• Euripides' Medea the savage revenge of a woman who gave up everything for the man she loved, only to have him trade her in for a younger model and
• Euripides' Bacchae how a king tried to challenge the authority of a god and paid for it by being torn limb from limb by his mother and her gang of demented followers.

As well as studying the plays as literature, students would also examine something of the society which produced them for example, its religion and religious festivals, its attitudes to women and foreigners and some of its key moral concepts.

Students carrying on the subject into A2 would study a further two units:

Unit CC8:Art and Architecture in the Greek World

Students would study Greek art:

• Sculpture both the free-standing and architectural sculpture of the Archaic and the Classical periods, during which marble and bronze first came to life;
• Vase painting in particular how artists of the â€-black figure' and red figure' techniques portrayed in their work mythology and scenes from everyday life; and
• Architecture in particular, the key public buildings which illustrated the two principal architectural styles (the Doric and the Ionic orders), together with an in-depth analysis of the key archaeological sites of Delphi, Olympia and the Acropolis at Athens.

Unit CC10:Virgil and the World of the Hero

This unit comprises an in-depth analysis of two greats of Classical Epic. Homer's Iliad is the earliest surviving major work in western literature and is a story of how one man's anger and pride all but brought to its knees the Greek army at Troy. It was also one of the many sources used by Virgil for the Aeneid, a powerful adventure story set against the backdrop of the aftermath of the Trojan War, an epic tale of one man's loves, wars and wanderings in search of his â€-promised land'. But the Aeneid is also a supreme piece of political propaganda, commissioned as a celebration of Rome's greatness and how under the emperor Augustus it became the dominant power in the western world. As part of this unit, we would examine how and why.

Methods of Teaching

We use teacher-led discussion, with students being actively encouraged to contribute ideas. We use visual resources extensively in the art modules, whilst in all modules students are given specially prepared reading material to complement their study. In the literature modules, we study each text in a modern translation so students do not need to know the ancient languages. We place great emphasis on students' taking responsibility for their own workload. Students work as a class, in small groups and individually, researching, asking critical questions, making connections and comparisons and drawing conclusions.

Methods and Patterns of Assessment

During the course, students are required to complete a series of formal written assignments covering all areas of the specification. These comprise essays and critical analyses of the set texts, critical appreciations of works of art and reports on key archaeological sites. Students will also undertake a series of short tests and other less formal exercises to assess their understanding of the material. Where appropriate, students' work is assessed according to guidelines provided by the subject examiners.

Financial Implications

Each student receives a series of essential reading material, which is studied in depth. Students may require additional notes for which they may be asked to pay a small charge to cover photocopying costs. Students are expected to provide their own copies of the set texts as specified at the start of the course, together with materials for note-taking and essay writing. There is a list of recommended background reading from which students may, if they wish, buy one or more books, although all the main titles can be borrowed through College. Students may be invited to take part in at least one foreign trip, which would cost approximately £650, whilst we may also organise UK visits to sites of relevant interest. A Student Support Fund is available to help students who are in financial difficulty.

Career Possibilities

Classical Civilisation is widely accepted for university entrance whether or not students continue their studies in it. Where students choose to do so, either solely or in combination with another subject, courses no longer insist on their having studied Latin and/or Greek, although many will require some study of an ancient language as part of the course. Whilst Classical Civilisation leads directly to few careers, it does provide transferable skills (such as dealing with complex ideas, researching and extracting relevant information and writing critically), which can be used in many areas of administration, finance, law and management.