101


In the first two years you study up to four modules that provide the literary, cultural and methodological frameworks you will need for the more specialised modules we offer at Honours level. The Honours syllabus contains subject matter that reflects the research expertise of teaching staff. Friendly contact is established from the start of the course through small tutorial groups that enable you to get to know the staff and other students very quickly.


The School of Classics is located in an attractive building, Swallowgate, which also contains a computer classroom and a dedicated class library.


Summary of Course Content


First Level (1st year) First Semester: Myth and Community in Ancient Greek Literature and Culture. This module explores some of the most dynamic literary and artistic achievements of archaic and classical Greek culture. Using a twin focus on myth and on ideas of community, the module ranges across Homeric epic, Athenian tragedy, Aristophanic comedy, and the writings of intellectuals; it studies the relationship between texts and images in the expression of cultural values; and it examines a series of major themes in Greek views of identity, morality, politics and religion.


Second Semester: Images of Augustan Rome. This module studies a range of literary works that were written during the lifetime of the first emperor, Augustus, and their different reactions to the new regime that he established. A central theme of the module is the development of the architecture and public art of the city of Rome during this period, and the variety of ways in which the city features in the literature of the time.


Second Level (usually 2nd year)


First Semester: Culture and Thought in the Late Roman Republic. This module addresses the intellectual life of Rome through a range of artistic and literary sources, including the poems of Catullus on myth, sex and politics and the great poem by Lucretius on atomic physics and what it means for you.


Second Semester: Genres and Traditions in Greek Poetry. This module focuses on a range of poets and genres from Archaic lyric (for example, Sappho and Alcaeus) down to Hellenistic pastoral and mime. Particular attention is given to the tension between individual inventiveness and the creative use of tradition.


Honours (3rd and 4th years) At this level you choose further modules for more advanced study of ancient texts, discourses and images. Modules currently available, but subject to change, include (amongst many others):


• Responses to War: Civic Drama and Athenian Culture • The Ancient and Modern Novel •


Alexander the Great


• Knowledge and the World in Hellenistic Philosophy • Women in Ancient Societies • Art of the Roman Empire • The Archaeology of the Greek City • Development of Religious Architecture


Teaching First and Second level Classical Studies is taught via large lectures and small tutorials. At Honours level you are usually taught in small groups where you will learn, debate and make presentations in lively seminars.


Classical Studies is currently taught by all 14 members of staff whose interests include: Greek archaeology and art, Roman archaeology and art, Greek and Roman literature (including Greek and Roman drama), Homer, Herodotus and Thucydides, Roman historiography, early Imperial literature, late Latin literature, ancient science, Greek philosophy, Greek rhetoric, the Classical tradition, the representation of foreign peoples, Athenian imperialism, the cultural history of the Roman Empire, ancient economic and social history, ancient literacy.


Careers Recent Classical Studies graduates include librarians, journalists, civil servants, teachers. Others hold posts in museums, finance, and teaching English overseas. Others have embarked on further training in classics, accountancy, law, and journalism.


Please see page 42 for details of the University’s Careers Centre.


Colosseum, Rome, 1880s


Emily (Hunton, North Yorkshire)


“As a classicist in St Andrews you are part of something special. The close-knit School of Classics comprises friendly staff who engage with their students in both an academic and social sphere, combining expertise with accessibility. The nature of the Scottish system allows students the flexibility to experience various subjects, something which really appealed to me, and the scope of sub-honours Classics courses allows students to indulge different interests before later specialisation.”


Classical Studies


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172  |  Page 173  |  Page 174  |  Page 175  |  Page 176  |  Page 177  |  Page 178  |  Page 179  |  Page 180  |  Page 181  |  Page 182  |  Page 183  |  Page 184  |  Page 185  |  Page 186  |  Page 187  |  Page 188  |  Page 189  |  Page 190  |  Page 191  |  Page 192  |  Page 193  |  Page 194  |  Page 195