- Melbourne, Victoria, Australia
James Chong-Gossard
University of Melbourne, Classics & Archaeology, Department Member
- Classics: Ancient History and Archaeology, Greek Tragedy, Ancient Greek and Roman Theatre, Ancient Greek Literature, Euripides, Female characters Euripides, and 20 moreEuripides Hypsipyle, Euripides (Classics), Sophocles, Ancient Greek Language, Latin Language and Literature, Women in the ancient world, Gender and sexuality in the ancient world, Suetonius, Terence and roman comedy, Reception of ancient Greek and Latin drama, Ancient Greek Tragedy, Sophocles Electra, The language of consolation, Euripides Alcestis, Latin Literature, Latin Language, Roman Imperial Ideology, Greek and Roman Biography, Teaching Latin, and Classicsedit
- PhD, University of Michigan (1999); BA, Oberlin College (1991)edit
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
In 1314, the Oxford Dominican monk Nicholas Trevet was commissioned to write a commentary on Seneca's tragedies. Trevet's interpretation of character and plot in Seneca's Medea differs in many ways from 21st-century classical scholars.... more
In 1314, the Oxford Dominican monk Nicholas Trevet was commissioned to write a commentary on Seneca's tragedies. Trevet's interpretation of character and plot in Seneca's Medea differs in many ways from 21st-century classical scholars. Because Trevet relied on a single manuscript from the A tradition, he and his readers did not have access to a Senecan Medea who asks Jason whether he 'recognizes his wife' before departing Corinth in a flying chariot drawn by serpents because the last nineteen lines of the play did not exist in A. Trevet did not know a Medea who told her Nurse that she 'would become' Medea. It is Trevet's Medea, and not Jason, who is being pursued by Pelias's son Acastus. For Trevet, Jason's alliance with Creon's daughter Creusa is calculated not to protect himself and his sons from an angry and dangerous Acastus, but in order to save Medea's life. Furthermore, the theme of Medea as Jason's saviour, and this act of salvation itself as the cause of crime, informs Trevet's reading (and misreading) of important passages. Finally, when Medea argues back and forth with herself, Trevet attributes Medea's regard for her sons as 'not mine' to her loss of power over them because of her exile from Corinth, without any mention that the sons might now belong to Jason's new wife Creusa. These are all subtle interpretations that cumulatively form a unique 'reading' of Seneca's Medea offered by the very first commentator on all of Seneca's plays, seven hundred years ago.
Research Interests:
Research Interests:
Research Interests:
This article analyses the 1492 Latin commentary by Guido Juvenalis (a.k.a. Guy Jouenneaux, a French Benedictine monk) on the comedies of the 2nd-century BCE Roman playwright Terence. Particular attention is paid to the commentary's... more
This article analyses the 1492 Latin commentary by Guido Juvenalis (a.k.a. Guy Jouenneaux, a French Benedictine monk) on the comedies of the 2nd-century BCE Roman playwright Terence. Particular attention is paid to the commentary's glosses on minute details of ancient Roman life, such as sandals, centurions and maniples, sponges, and prostitutes. Topics include how the footwear of the ancient Romans survives in Catholic Europe as the liturgical footwear of bishops and popes, how beating a grown man with her shoe might be an amusing activity for a prostitute, and how definitions of sandalium (sandal) and peniculus (a long sponge) relate to other Latin words in use in the 15th century.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
This project aims to provide a new understanding of the emergence of classical tragedy by reassessing how classical Latin drama was revived in 14th century Europe after a long period of neglect. Classical tragedy, which incorporates the... more
This project aims to provide a new understanding of the emergence of classical tragedy by reassessing how classical Latin drama was revived in 14th century Europe after a long period of neglect. Classical tragedy, which incorporates the myths of the Graeco-Roman world in its fabric, was virtually unknown from late antiquity until the high middle ages when the tragedies of Seneca became popular. In the early 14th century, commentaries by Albertino Mussato and Nicholas Trevet allowed a new readership access to these complex ancient works; this analysis also provides new insights into trends of popularity across the ages. Using recent advances in digitisation technology and scholarship, the project will establish a model for research into the history of the book, the image, and text.
scriptswithoutstage.wordpress.com
Research Interests:
Students with no previous knowledge of the Ancient Greek language learn the grammar of Ancient Greek through word formation, sentence formation, translation, and the reading of simple texts. The aim is for students to acquire the basic... more
Students with no previous knowledge of the Ancient Greek language learn the grammar of Ancient Greek through word formation, sentence formation, translation, and the reading of simple texts. The aim is for students to acquire the basic elements of the grammar, syntax and vocabulary of Ancient Greek, using CAE Luschnig's "An Introduction to Ancient Greek. a literary approach" (2nd edition).
Research Interests:
Students translate and discuss the interpretation of selections of Plato for 3 hours a week for 12 weeks. In 2014 we read Plato's Symposium; in 2015, we read Plato's Republic Book I; in both years we used textbooks by Geoffrey Steadman.... more
Students translate and discuss the interpretation of selections of Plato for 3 hours a week for 12 weeks. In 2014 we read Plato's Symposium; in 2015, we read Plato's Republic Book I; in both years we used textbooks by Geoffrey Steadman. There is also a 1-hour grammar revision tutorial per week with grammar exercises (including English-to-Greek composition) due each week. Assessment also includes weekly short translation tests, a midterm assessment test, a final exam, and a 1,000-word textual analysis of a passage from Plato. For a full description of Ancient Greek 3, see URL link to UniMelb handbook.
Research Interests:
Students translate and discuss the interpretation of selections of Homer for 3 hours a week for 12 weeks. In 2014 we read Odyssey Book 6, and selections of Odyssey Book 8 and Iliad Book 22, using textbooks by Geoffrey Steadman. There is... more
Students translate and discuss the interpretation of selections of Homer for 3 hours a week for 12 weeks. In 2014 we read Odyssey Book 6, and selections of Odyssey Book 8 and Iliad Book 22, using textbooks by Geoffrey Steadman. There is also a 1-hour grammar revision tutorial per week with grammar exercises (including English-to-Greek composition) due each week. Assessment also includes weekly short translation tests, a midterm assessment test, a final exam, and a textual analysis of a passage from Plato. (In 2014 this was 500 words; in 2015 this was raised to 1000 words). For a full description of Ancient Greek 4, see URL link to UniMelb handbook.
Research Interests:
Students translate and discuss the interpretation of a selected work of a Greek historian (e.g., Thucydides or Herodotus).
Students translate and discuss the interpretation of Euripides' Alcestis 3 hours a week for 12 weeks. There is also a 1-hour grammar revision tutorial per week with grammar exercises (including English-to-Greek composition) due each week.... more
Students translate and discuss the interpretation of Euripides' Alcestis 3 hours a week for 12 weeks. There is also a 1-hour grammar revision tutorial per week with grammar exercises (including English-to-Greek composition) due each week. Assessment also includes weekly short translation tests, a midterm assessment test, a final exam, and a 1,000-word textual analysis of a passage from Euripides' Alcestis. For a full description of Ancient Greek 6, see URL link to UniMelb handbook.
Research Interests:
This subject is designed to provide the opportunity for extensive reading and class discussion of classical (Latin and Ancient Greek) literary and non-literary texts in the original languages. The focus is on reading various complete... more
This subject is designed to provide the opportunity for extensive reading and class discussion of classical (Latin and Ancient Greek) literary and non-literary texts in the original languages. The focus is on reading various complete texts, rather than extracts, to facilitate engagement of linguistic and hermeneutical study in a fully integrated fashion. Students have a 1.5-hour Latin seminar and a 1.5-hour Greek seminar each week for 12 weeks.
In 2013 we read selections of Euripides' Andromache, Trojan Women and Electra; Epicurus' Letter to Menoeceus; Philodemus On the Gods; Theophanes' Chronographia; Cicero's De Natura Deorum; Lucretius; Seneca's Troades;
In 2014 we read Odyssey Books 6-8; Theocritus' Idyll 2; selections from Euripides' Medea; the inscription of Quintus Sulpicius Maximus; Tacitus' Germania.
In 2015 we read Odyssey Book 6; Theocritus' Idyll 2; Cicero' Pro Roscio.
In 2013 we read selections of Euripides' Andromache, Trojan Women and Electra; Epicurus' Letter to Menoeceus; Philodemus On the Gods; Theophanes' Chronographia; Cicero's De Natura Deorum; Lucretius; Seneca's Troades;
In 2014 we read Odyssey Books 6-8; Theocritus' Idyll 2; selections from Euripides' Medea; the inscription of Quintus Sulpicius Maximus; Tacitus' Germania.
In 2015 we read Odyssey Book 6; Theocritus' Idyll 2; Cicero' Pro Roscio.
Research Interests:
Ancient World Studies encourages a broad approach to the interpretation of the past, integrating both texts and material remains to understand past cultures, thinking, and behaviour. These remains consist of fragmentary archaeological... more
Ancient World Studies encourages a broad approach to the interpretation of the past, integrating both texts and material remains to understand past cultures, thinking, and behaviour. These remains consist of fragmentary archaeological remains, including the ordinary debris of daily life, luxury items, art, architecture, and texts. Texts, which are also sometimes fragmentary, include the literary, historical, political, and religious documents of the Classical world and the ancient Near East in translation.
Topics include: combat archaeology; archaeology as art history (iconography & typology); archaeology as anthropology; archaeology as history (Biblical archaeology); ancient Greek theatre (Euripides' Hecuba as a test case); ancient Greek pederasty; ethnicity and racism in the classical world; Graeco-Roman medicine and gynaecology; literature in the age of Nero.
Topics include: combat archaeology; archaeology as art history (iconography & typology); archaeology as anthropology; archaeology as history (Biblical archaeology); ancient Greek theatre (Euripides' Hecuba as a test case); ancient Greek pederasty; ethnicity and racism in the classical world; Graeco-Roman medicine and gynaecology; literature in the age of Nero.
This subject examines gender and sexuality in the classical world. It introduces students to methods of interpreting the evidence (including literature and material culture) from the ancient world in order to say anything definite about... more
This subject examines gender and sexuality in the classical world. It introduces students to methods of interpreting the evidence (including literature and material culture) from the ancient world in order to say anything definite about the 'real' lives of women in Greece and Rome. It also explores how ancient men expressed their ideology about femininity and masculinity through their literature; whether sexuality is a natural phenomenon, or is culturally determined; how ancient homosexuality differs from modern lesbian and gay culture; and how ancient assumptions about gender roles in the family differ from modern assumptions.
Topics include: gender in Homeric epic; gender in 5th-century-BCE Greek drama; ancient Greek female poets (Sappho, Corinna, et al); archaeology and gender in classical Greece; same-sex desire in ancient Greece; gender in Hellenistic literature; Roman marriage, divorce and concubinage; prosopography of Roman imperial women; archaeology and gender in ancient Rome; same-sex desire in ancient Rome; gender in Late Antiquity
Topics include: gender in Homeric epic; gender in 5th-century-BCE Greek drama; ancient Greek female poets (Sappho, Corinna, et al); archaeology and gender in classical Greece; same-sex desire in ancient Greece; gender in Hellenistic literature; Roman marriage, divorce and concubinage; prosopography of Roman imperial women; archaeology and gender in ancient Rome; same-sex desire in ancient Rome; gender in Late Antiquity
Research Interests:
Through a study of ancient literary texts, art, and society, students explore the mythic origins, heroic archetypes, gods and goddesses, monuments and societies of the Greeks and Romans. The course also focuses on the apex of classical... more
Through a study of ancient literary texts, art, and society, students explore the mythic origins, heroic archetypes, gods and goddesses, monuments and societies of the Greeks and Romans. The course also focuses on the apex of classical Greek civilisation in the fifth century BC, and the end of the Roman Republic and beginning of the early Imperial period in the first centuries BCE and CE. The course covers topics such as the Homeric poems, Greek and Roman mythology, ancient theatre, literary and artistic culture, sexuality and gender roles, militarism and imperialism, and the fate of marginalised groups, such as women, slaves, freedmen, prostitutes, gladiators and stage performers.
Students explore some of the central patterns and themes in classical mythology. These include narratives of birth and creation, war and the warrior, fire and flood, animals, gods and humans. We will explore how these symbolic themes are... more
Students explore some of the central patterns and themes in classical mythology. These include narratives of birth and creation, war and the warrior, fire and flood, animals, gods and humans. We will explore how these symbolic themes are incorporated into a diverse range of myths, including stories of the birth of the cosmos, Zeus's rule over the world, the foundation of cities and peoples, and hero myths in which men confront monsters.
The journey to the underworld, the existence of an afterlife, the survival of the bereaved, the mummification of the dead, the sacrifice of virgins, communicating with ghosts - the ancient world blossomed with myths and rituals associated... more
The journey to the underworld, the existence of an afterlife, the survival of the bereaved, the mummification of the dead, the sacrifice of virgins, communicating with ghosts - the ancient world blossomed with myths and rituals associated with all these things. This course focuses on these topics in the literature and material culture of antiquity, including the Egyptian Book of the Dead, the Mesopotamian Epic of Gilgamesh, Homer, Greek tragedy, Roman epic, epitaphs commemorating the deceased, and archaeological evidence from funerary and other ritual contexts. On completion of this course students should have an understanding of ancient myths and death-rituals, have assessed critically the relevant literary and material sources. and have learned the major scholarly approaches to death, bereavement and the afterlife in the ancient world.
Students read, in English translation, selected playsology to explore social issues relevant to their times. by Euripides (the 5th century BCE Athenian playwright) and Seneca (the 1st century CE Roman writer and tutor of the Emperor... more
Students read, in English translation, selected playsology to explore social issues relevant to their times. by Euripides (the 5th century BCE Athenian playwright) and Seneca (the 1st century CE Roman writer and tutor of the Emperor Nero). The subject introduces students to methods of interpreting tragedy, in particular how Euripides and Seneca use Greek mythology to explore social issues relevant to their times.
Students translated and discussed the interpretation of selected works in Koine Greek (such as the Book of Revelation from the Greek New Testament, the Apocryphal Acts of Paul and Thecla, and documentary papyri).
Graeco-Roman literary works, historiography, and even the reporting of rumours were couched as if they came in response to an insatiable desire by ordinary citizen to know everything about the lives of their leaders, and to hold them to... more
Graeco-Roman literary works, historiography, and even the reporting of rumours were couched as if they came in response to an insatiable desire by ordinary citizen to know everything about the lives of their leaders, and to hold them to account, at some level, for ...