KYKNOS Colloquium

KYKNOS Research Colloquium


The Department of Classics, Ancient History and Egyptology and KYKNOS, The Centre for Research on the Narrative Literatures of the Ancient World, hosted a COAH-sponsored Research Colloquium on Friday, 25 October 2019, in the Mall Room, Taliesin, on Singleton Campus.


The international event – part of the regular biannual Colloquia programme of KYKNOS – centred around four exciting lectures on Greek and Latin texts and their historical and cultural contexts.


Alan Lloyd (Swansea)                          ‘Timeo Danaos: Motifs can walk’

Rachel Bird (Swansea)                        ‘The Greek Novel: Voyeurism, Sophrosyne and Heroines as Text’

Olivier Demerre (Ghent)                     ‘Catching Bodies, Catching Texts: Longus and Ovid on hunting’

Koen de Temmerman (Ghent)            ‘Stories of Erotic Desire in Late Antique Hagiography:

the curious case of Euphemia and the Goth (and Callirhoe)’


The Colloquium, organised by Ian Repath and Fritz-Gregor Herrmann, marked the 15th anniversary of the foundation of KYKNOS at Swansea, and at the same time celebrated the 40th anniversary of the arrival at Swansea of Prof. em. John Morgan, at whose initiative KYKNOS was established as a research centre in 2004. At the end of the formal proceedings, John Morgan was presented with a Festschrift with contributions by former colleagues and students, many of whom were present at the event. Some Organic Readings in Narrative, Ancient and Modern contains seventeen original essays which reflect both the wide range of John’s interests and the high esteem in which he is held internationally.


KYKNOS promotes research on the narrative literatures of ancient Greece, Rome, Egypt and the Near East.

My experience at the British School at Athens Summer School 2016

Guest blog post by Minette Matthews, 2nd Year Ancient History Student

Every year the British School at Athens offers an intensive 3 week summer course for undergraduate students interested in Ancient Greek history. On this course, students are taught by 3 specialists in Greek Ancient history – one of them being Dr. Chryssanthi Papadopoulou, the Assistant Director of the British School at Athens. Approximately 10 days are spent in Athens looking at various archaeological sites and museums (among these the Acropolis, the Parthenon Museum, the Kerameikos, and the National Archaeological Museum), and 11 days in the Peloponnese visiting Mycenae and Tiryns, and Corinth, to name a few. In 2016 I successfully applied for a place on this course.

Figure 1. Caryatids on the Erechtheion. Acropolis, Athens



graduate Michael Hayward on his experience teaching ancient Greek at secondary school

Upon graduating from Swansea University I was fortunate to find employment in a local school in my area. At this school they provide an enrichment for students every Friday fifth period – this is when teachers get the opportunity to teach children a topic that is not on the curriculum. I had definitely made my passion and enthusiasm for ancient Greek clear, as within a week I was approached to run an ancient Greek enrichment course – I jumped at the opportunity to do this. I sorely missed teaching ancient Greek through the Literacy through Classics module while I was at Swansea.

I was very daunted at first, as there was strong competition on the enrichment list: animations, create your own garage band, fun with felt, Bake Off and many more! To my amazement and joy, 30 pupils turned up to the first class – yes, ancient Greek is going mainstream!

I had mixed emotions teaching a class of 30 students without the same support as I did when undertaking the module, but I endeavoured to share my love for ancient Greek. I could tell the students were apprehensive about what they were actually going to do, but when I explained we were going to write in ancient Greek there was a loud roar of joy – of course there was scepticism, but that washed away quickly. I was very pleased to have such an enthusiastic bunch, who knew a lot about ancient Greece, and were willing to delve further into the language aspect. Even my TA was eager to learn the language – and has now become a very competent Greek beginner.

Teaching ancient Greek has been a joy: it has become quite popular, with students keen to show off their new found Greek knowledge. It has been inspiring to see them become so fascinated with the language and even where our language has come from. I have tried to make the classes interactive, so we have studied a statue, played verb drama, and even have made swords and shields. Swords and shields was definitely interesting: it was a great challenge in a teaching role, which has provided me with great markers to where ideas have worked and not worked. It has also shown me the creativity of Years 5-8: they’re definitely imaginative. I’ve not seen a bow and arrow made out of cardboard before.

One game I have introduced seems to have proved popular, and is great for helping the students learn the alphabet. My TA and I will think of the most bizarre passage to write on the board, and the students then race to transliterate the passage, and shout the buzzword before anyone else. Yes, they do win a prize if they shout the buzzword first – but I believe they do wish to transliterate the passage. I mean, we’ve had dragons destroying school, teachers crying and unicorns! This enrichment has allowed me to continue my fondness of teaching the ancient Greek language and has made me happy to see so many willing students. Ancient Greek is getting out there – it’s cool! I even received a handmade Christmas card from a student with everything written in Greek and pictures of tridents and lightning bolts – how wonderful is that!

Michael Hayward, graduate student

Blog articles by department staff

Jo Berry has written a blog article about the ancient Roman city of Pompeii that was buried due to the eruption of Mount Versuvius in AD 79. It is titled Eight things you (probably) didn’t know about Pompeii (2015) and features on the BBC History website, which can be found here.

Evelien Bracke has also written several blog articles that are listed below:

  • The story of Liddell and Scott, who published the Greek-English Lexicon in 1843. The revenge of the killer dictionary: the story of Liddell, Scott, and a disgruntled octopus can be found on the Gorffennol website of the University here.
  • The development of Classics in Wales and South West Wales in particular. Uniting Ram and Dragon: Classics in Wales is located here and Developing Classics in Wales can be accessed here.
  • Numerous blog posts on a variety of topics the Secretary’s blog section of the South West Wales Classical Association website. The site is located here.