Layers of meaning

By acclimation, the layers of meaning notes:

1. Literal
•   What happened, what is the story?
• e.g. Red Riding Hood encounters a wolf which wants to eat her.
2. Allegorical
• The extended metaphor or a symbol or representation
• e.g. The wolf represents a sexual predator/unbridled male libido after Red Riding Hood
3. Tropological
• The moral of the story
• Often connected to a repeated theme among other stories--A trope
• e.g. The predatory wolf often shows up in fairy tales juxtaposed with the protector figure, such as the woodsman (i.e. ideal man)
4. Anagogical
• A mystical or spiritual understanding 
• The human relationship with the divine

Posca?!

Believe it or not...  I've had a couple requests for the posca recipe from Latin 1.

Yes.

Really.

The recipie I originally used I found on the Wikipedia entry for posca, here; that recipe (in turn) was taken from Cathy Kaufman's book Cooking in Ancient Civilizations.  Kaufman calls for 1.5 cups of vinegar, .5 cup of honey, 1 tablespoon crushed coriander and 4 cups of water.  My assumption has always been that one should use either red or white wine vinegar because most modern vinegars are made from grain (corn, wheat, etc).

This year, I left out the coriander and simplified the recipe down to 12 oz red-wine vinegar, 4 oz (roughly) honey and water.  In order to make it in the classroom, I asked students to fill a 64 oz pitcher with ice and poured in the red-wine vinegar.  To dissolve the honey, I poured the honey into a mug and added an equal measure of hot water; stir and add to the pitcher.

Since posca was drunk at room temperature, I poured in the hot water to melt the ice in the pitcher.  Is it exact?  No.  Does it work as an in-class activity.  Oh yes.  

Third declension Latin 1 example

For those of you out today...  We made a review card for the third declension.  In keeping with the silliness of our two previous examples ("banana" and "cactus"), we used "zombie."

Singular
(n.) Zombie--A zombie, the zombie
(g.) Zombis--Of a zombie, the zombie's
(d.) Zombi--To a zombie, the zombie/for a zombie, the zombie
(ac.) Zombem--A zombie, the zombie
(ab.) Zombe--By a zombie, the zombie/with a zombie, the zombie

Plural
(n.) Zombies--The zombies, zombies
(g.) Zombum--Of the zombies, zombies'
(d.) Zombibus--To the zombies/for the zombies
(ac.) Zombes--The zombies, zombies
(ab.) Zombium--By the zombies, by zombies/with the zombies, with zombies

DDM (Dance, Dance Mythology)

Mythology students!  These are the parameters Ms. Locke had on the board today.

Criteria: In small groups, use degrees of abstraction to create a dance based on your story.

Dance must:

• Incorporate five degrees of abstraction--You choose when and how
• Have a clear beginning, middle and end [e.g. at the end so we can clap]
• Be a serious study of movement and abstraction
• All must move, all must memorize

In case you need a refresher on some of what we've been up to for three days, I've been taking notes!

Monday:
~Introduction to the five degrees of abstraction (fishing) and implementation with different actions inspired by the myth of Oedipus (e.g. laying a curse or stabbing out eyes). 
~Gallery walk of the five degree illustrations from the various pairs.

Tuesday:
~Video of Martha Graham's rendering of Oedipus
~Working out five degrees of abstraction with partners and converting the "comic strips" into actual movement

Wedsnday:
~Video of Martha Graham's version of Medea and discussion of what elements within the dance, costuming, movement, music, etc evoked what kind of reactions.
~Starting to work in groups of four for the story.

Homework: 4 Feb-8 Feb

Latin 1: decline the following third declension nouns (and translations) into your composition books
~Monday--Amor, amoris
~Tuesday--Pax, pacis
~Wednesday--Soror, sororis

Latin 2: provide the future active and passive forms and translations for the following verbs
~Monday--Cado, cadere
~Tuesday--Comedo, comedere
~Wednesday--Convenio, conveniere