CLAS45330: The World of Nero

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• In accordance with the general aims of the MA programme in Classics, to promote self-motivated and self-directed research in the sub-fields of early Imperial literature and the study of Nero.
• To provide a valuable learning experience for students interested in the cultural, intellectual, and historical developments of Neros world.
• To contribute to streams in the MA programme in Classics.

• The period in which Nero reigned as emperor (54-68 CE) is one of the most dynamic areas of cultural and intellectual development in the early Imperial period. Nero and his cultural world present a key moment of reflection on the golden age of Augustus as well as an exploration into the anxiety of following such a significant era.
• This module will give postgraduate students the opportunity to explore the key literary works of the period (as examples: Lucans Bellum Civile and Petronius Satyricon) as well as the key philosophical explorations of Seneca the Younger (as examples: De Clementia and Epistulae Morales ad Lucilium).
• In addition to the cultural and intellectual material, this module also offers students the opportunity to explore the political climate of the Neronian period and the historiographical reaction to the emperor. This incorporates an investigation into more recent scholarly approaches to Nero and his world, including the question of whether we can uncover the real Nero.

Subject-specific Knowledge:

• By the end of the module, students will be familiar with key literary texts from the period, as well current debates into how these texts relate to the trends and themes of early works and socio-political concerns of the age.
• Students will gain an understanding of the philosophical thought of the period and how this relates to the regime of Nero and his world.
• As the module also explores the historiographical reaction to Nero and his rule, students will develop ideas on unpacking this period of Roman history. This includes an exploration of the tropes of the Neronian age and how current scholarship attempts to discover the truth behind its depictions.

Subject-specific Skills:

• Critical skills in the close reading and analysis of ancient texts, including the ability to synthesise, interpret, and evaluate a range of genres and ideas.
• An ability to understand, and engage with, the diverse trends of specific periods of the ancient world.
• To place these trends and intellectual ideas within their socio-cultural and historical contexts, and
• To gain a greater competence in conducting self-directed primary research and assessing secondary material.

Key Skills:

• The development of oral presentation skills and the ability to lead and structure the content of group discussion.
• The ability to construct a lucid and sophisticated argument in written form.
• The analytical and interpretative skills required for the module demonstrate an ability to consider topics in close detail.
• The effective use of online learning resources and resources for research.

• The seminars are fortnightly and two hours long rather than (e.g.) weekly and one-hour sessions in order to allow and encourage significant preparation, and detailed discussion.
• Each two-hour seminar will be structured and led by a student presentation and/or discussion on the topic for the week. This will ensure that individuals engage in independent research and thought concerning the topic. Students will be assigned the task of introducing the topic and the scholarly developments of key aspects of the chosen text/theme. This presentation will give students the opportunity to present and articulate ideas which will support their summative essays. This will then be followed by feedback and discussion from the instructor and students in the room.
• Formative assessment components include the student presentations and/or discussions and a formative essay of 2,000 words; the summative component will be an essay of 5,000 words which engages with primary texts and relevant secondary scholarship.

1. One formative class presentation and/or lead discussion in either Michaelmas or Epiphany term. 2. One 2000 formative essay to be submitted at the end of Michaelmas term.

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