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Latin Elegy and Hellenistic Epigram: A Tale of Two Genres at Rome
Editor: Alison Keith
Date Of Publication: Feb 2011
Isbn13: 978-1-4438-2678-5
Isbn: 1-4438-2678-2
The relationship between the genres of elegy and epigram has been much debated and from a dizzying variety of angles. The contributors to this volume explore the impact of Hellenistic Greek epigram on Latin erotic elegy in the light of the recent discovery and publication of papyrus book-rolls, especially those containing Hellenistic Greek epigram collections. Individual chapters approach the interrelations of Greek epigram and Latin elegy through the theoretical frameworks of intermediality (the contamination of the two different media of stone inscription and book roll) and textual criticism (applying to the Latin elegist Propertius the editorial lessons learned from the papyrus collections of Greek epigrams). Some chapters focus on the reception of specific Greek epigrams, particularly those of Meleager and Philodemus, in particular elegies of Propertius and Ovid, while others take the Latin elegists as their focus and examine their appropriation of both the thematic motifs of Greek epigram and the organizational structures of Hellenistic epigram books. All bear witness to the importance of Hellenistic Greek epigram to the authors of Latin erotic elegy, consolidate our understanding of the formal relations between the two genres in the Hellenistic and Roman worlds, and deepen our appreciation of individual Greek epigrams and Latin elegies.
Alison Keith teaches Classics and Women’s Studies at the University of Toronto, Canada. Her research focuses on the intersection of gender and genre in Latin literature and she is the author of books on Ovid, Propertius, and the role of women in Latin epic. A past Editor of the classical journal Phoenix, she has co-edited volumes on Roman dress (with Jonathan Edmondson) and the reception of Ovid’s Metamorphoses in European literature (with Stephen Rupp).
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
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Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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