HUMA3603
Ancient Cultures: The Art of Magic

School of Humanities
Central Coast
Faculty of Education and Arts

Course Description: Deals with definitions of magic, witchcraft, religion and the connections between occult practices and religious belief/practice. Later lectures deal with the actual practice of various forms of magic in antiquity, beginning with those who practiced it, and concluding with the degrees of belief in such activities and reactions against them. Actual magic practices such as curse tablets, binding spells, alchemy and astrology are analysed. The second major component of the subject is based on the fantasy world of magic and witchcraft in literature. In addition to looking at Greek and Roman literature there is a comparative element involving fairy-tales and material from the age of the Witch Hunts.

Contact hours: 2 lecture hours per week and 1 tutorial hour per fortnight (approx)

Times:
Lectures: Tuesday 3-5 (CS2.01
) Tutorials: Tuesday 1-2 (CS2.07) OR 2-3 (CS1.06) OR 5-6 (CS1.04)

Assessment:
One tutorial paper (1000-1200 words) = 25%
One essay (2000-2500 words) = 50%
One case study [800-1000 words] = 15%
Class test = 10%

Textbook: Georg Luck, Arcana Mundi

Course Co-ordinator:
Dr Marguerite Johnson
Marguerite.Johnson@newcastle.edu.au
43484058

Consultation Times: Tuesday 11-12 and Wednesday 2-3 (other times by appointment)

Counts Towards Majors in: Gender Studies OR Literature & Performance OR Societies & Cultures

Course Outline

Additional Information

ACADEMIC MISCONDUCT:
Please read the information in the section entitled 'Writing at Tertiary Level' §7 and consult the University of Newcastle's website.

ADVERSE CIRCUMSTANCES (THAT MAY AFFECT ASSESSMENT):
For PROGESSIVE ASSESSMENTS you must apply for 'Notification of Adverse Circumstances (that may affect progressive assessment).' For the CLASS TEST you must apply for Special Consideration (which is for examinations / tests only). Forms and details are available on the University of Newcastle's website. Extensions will NOT be granted unless one of the above forms is completed. Extensions will only be granted after the Course Co-ordinator discusses the application with the Head of School.

ATTENDANCE:
It is the student's responsibility to attend classes as required. For this course tutorial attendance is compulsory. This course requires that students attend every tutorial. A roll will be kept to assess attendance and students may not miss more than one tutorial without (a) speaking with the Course Co-ordinator or (b) submitting the 'Notification of Adverse Circumstances' form. Failure to do so may result in exclusion from the course.

PENALTIES FOR LATE SUBMISSIONS:
It is the student's responsibility to submit required work on time. Any late submissions without the 'Notification of Adverse Circumstances' will receive a 10% deduction from the original mark. Work that is not submitted after one week of the due date will not be accepted.

RESPECT:
You should expect that classroom debate will be vigorous and individual opinions may differ. In tutorials we must all agree to respect each other's point of view and opinions. While we may disagree or debate issues, personal attacks and/or deprecating remarks will not be tolerated. This classroom will be a secure place to discuss ideas.

READING:

• All readings are in Short Loans.
• Lectures will be taped and placed in Short Loans.
• Please note: the Central Coast Library has the collection: Cavendish, R. Chief Ed. Man, Myth and Magic: The Illustrated Encyclopedia of Mythology, Religion, and the Unknown. Vol.1-10. New York. 1997. RQ133.03 MANM 1995.

COURSE AIMS:

• To gain an introductory knowledge of magic and the occult in the Greek and Roman worlds
• To become familiar with the ancient materials involved in ascertaining the above knowledge: artefacts; written documents; literary documents
• To develop an understanding of the connections between ancient practices and beliefs and the post-Classical concepts of magic and the occult in the Early Modern European Age (a minor aim)
• To develop analytical skills; skills in the presentation of an argument

Assessment

TUTORIALS:

Introductory Meeting: Definitions.

Due: Week 3: Tuesday
Question: At this introductory, non-assessable but compulsory tutorial, students are asked to provide definitions of magic & religion. What - if any - are the similarities between the two? What - if any - are the differences?

Reading:

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman Worlds. Baltimore. 1985. 3-60.

Smith, K. F. 'Magic (Greek and Roman).' In Encyclopædia of Religion and Ethics. Ed. J. Hastings. Vol. 8. Edinburgh. 1915. 269-98.

Plus any or all of the reading for Essay Topic 1.

Topic 1: Hecate.

Due: Week 4: 18/3
Question: Discuss the changes in the depiction of Hecate in Greek and Roman religion and magic. Why does she change?
Advice: You must base your answer primarily on the ancient sources provided in this course guide.

Reading:

Boedeker, D. 'Hecate: A Transfunctional Goddess in the Theogony?' TAPA 113 (1983): 79-93.

Caldwell, R. S. Hesiod's Theogony: Translated, with Introduction, Commentary, and Interpretative Essay. USA, 1987.

Clay, J. S. 'The Hecate of the Theogony.' GRBS 25 (1984): 27-38.

Edwards, C. M. 'The Running Maiden from Eleusis and the Early Classical Image of Hekate.' AJA 90 (1986): 307-18.

Farnell, L. R. 'Hecate's Cult.' In The Cults of the Greek States. Oxford, 1896. Reprinted in The Goddess Hekate. Ed. S. Ronan. Hastings, 1992. 17-35.

Johnston, S. I. Hekate Soteira: A Study of Hekate's Roles in the Chaldean Oracles and Related Literature. Atlanta, 1990.

Lowe, J. E. 'Magical Hekate.' In Magic in Greek and Roman Literature. Oxford, 1929. Reprinted in The Goddess Hekate. Ed. S. Ronan. Hastings, 1992. 11-15.

Marquardt, P. A. 'A Portrait of Hecate.' AJP 102 (1981): 243-60.

Rabinowitz, J. 'Underneath the Moon: Hekate and Luna.' Latomus 56 (1997): 534-43.

Topic 2: The Practitioners.

Due: Week 5: 25/3
Question: Who were the main practitioners of magic in antiquity? Provide specific examples to illustrate you answer.
Advice: You should include in your answer, references to and excerpts from the ancient sources. The issue of gender is also important and should be considered.

Reading:

Dickie, M. W. 'The Learned Magician and the Collection and Transmission of Magical Lore.' In The World of Ancient Magic. Edd. D. R. Jordan, H. Montgomery and E. Thomassen. Bergen. 1999. 163-193.

Graf, F. Magic in the Ancient World. Trans. F. Philip. Cambridge, Mass. 1997.

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman Worlds. Baltimore. 1985.

Topic 3: Curse Tablets, Binding Spells & Voodoo Dolls.

Due: Week 7: 8/4
Question: Discuss the main features of such magic (magical qualities as well as physical features). What are the main aims behind the use of such magic?
Advice: You must base your answer primarily on the ancient sources - i.e. the archaeological evidence.

Reading:

Crawley, A. E. 'Cursing and Blessing.' In Encyclopædia of Religion and Ethics. Vol. 4. Ed. J. Hastings. Edinburgh. 1911. 269-89.

Faraone, C. A. 'Binding and Burying the Forces of Evil: The Defensive Use of "Voodoo Dolls" in Ancient Greece. CA 10 (1991): 165-205 + Plates.

---. 'The Agonistic Context of Early Greek Binding Spells.' In Magica Hiera: Ancient Greek Magic and Religion. Oxford. 1991. 3-32.

Gager, J. C. Curse Tablets and Binding Spells from the Ancient World. Oxford. 1991.

Graf, F. Magic in the Ancient World. Trans. F. Philip. Cambridge, Mass. 1997. 118-74.

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman Worlds. Baltimore. 1985.

Smith, K. F. 'Magic (Greek and Roman).' In Encyclopædia of Religion and Ethics. Ed. J. Hastings. Vol. 8. Edinburgh. 1915. 269-98.

Watson, L. Arae: The Curse Poetry of Antiquity. Britain. 1991.

Topic 4: Amulets.

Due: Week 10: 13/5
Question: What motivated the use of amulets in antiquity? What, if any, were the benefits of wearing them? In answer to the latter, you may wish to consider the psychological benefits.
Advice: You may wish to consider the various usages (e.g. protecting children, warding off the evil eye, etc). Please make reference to the archaeological evidence (e.g. you may to include photographs/photocopies of specific amulets to illustrate your argument).

Reading:

Bonner, C. 'Magical Amulets.' HTR 39 (1946): 25-53.

Budge, E. A. W. Amulets and Superstitions. New York. 1978.

Gager, J. C. Curse Tablets and Binding Spells from the Ancient World. Oxford. 1992. 218-42.

Kotansky, R. 'Incantations and Prayers for Salvation on Inscribed Greek Amulets.' In Magika Hiera: Ancient Greek Magic and Religion. Edd. C. A. Faraone and D. Obbink. Oxford. 1991. 107-37.

---. 'Greek Exorcistic Amulets.' In Ancient Magic and Ritual Power. Edd. M. Meyer and P. Mirecki. Leiden. 1995. 243-77.

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman Worlds. Baltimore. 1985.

Topic 5: The Witch in Greek & Roman Literature:

Due: Week 12: 27/5
Question: Having read the passages from Arcana Mundi (below), analyse the depictions of witches in Greek and Roman literature. Do the witches become worse as the literature progresses? Give reasons for your answer.

• Homer, Odyssey 10.203ff
• Apollonius of Rhodes, Argonautica 4.1635ff
• Horace, Epodes 5
• Horace, Satires 1.8
• Lucan, Pharsalia 6.413ff

Advice: You must base your answer primarily on the ancient sources - i.e. the written evidence. Consider the genres in which the authors are working (e.g. in satire, it is likely that the witch will be portrayed in an exaggerated way compared to, say, the genre of epic). Consider also the eras in which each work was produced and be aware of the social / political attitudes to women and the practice of magic.

Reading:

Bremmer, J. N 'The Old Women of Ancient Greece.' In Sexual Asymmetry: Studies in Ancient Society. Edd. J. Blok and P. Mason. Amsterdam, 1987. 191-215.

Dickie, M. 'Talos Bewitched: Magic, Atomic Theory and Paradoxography in Apollonius Argonautica 4.1638-88.' Papers of the Leeds International Latin Seminar 6 (1990): 267-96.

Gordon, R. 'Lucan's Erictho.' In Homo Viator: Classical Essays for John Bramble. Edd. P. Hardie, M. & M. Whitby. Bristol. 1987. 231-41.

Graf, F. Magic in the Ancient World. Trans. F. Philip. Cambridge, Mass. 1997. 175-204.

Hill, B. 'Horace, Satire 1.8: Whence the Witches? Thematic Unity within the Satire and within the Satires of Book 1.' In Woman's Power, Man's Game: Essays on Classical Antiquity in Honor of Joy K. King. Ed. M. DeForest. USA. 1993. 257-63.

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman Worlds. Baltimore. 1985.

Oliensis, E. 'Canidia, Canicula, and the Decorum of Horace's Epodes.' Arethusa 24 (1991): 107-38.

Purkiss, D. The Witch in History. London. 1996.

Richlin, A. 'Invective Against Women in Roman Satire.' Arethusa 17 (1984): 67-80.

Schmidt, M. 'Sorceresses.' In Pandora's Box: Women in Classical Greece. Ed. E. D. Reeder. Princeton. 1995. 57-62.

Warner, M. 'The Enchantments of Circe.' Raritan 17 (1997): 1-23.

TEXT ANALYSIS:

Topic: The Greek Magical Papyri.

Due: Week 9: 6/5: TO BE SUBMITTED NO LATER THAN 5PM. TO BE SUBMITTED TO THE COURSE CO-ORDINATOR IN CLASS OR IN HER OFFICE.

Question: You are to write a commentary on one of the passages printed in this course guide.

Advice: Make sure you focus on the actual ancient sources - i.e. on the chosen papyrus.

Reading:

Betz, H. D. Ed. The Greek Magical Papyri in Translation, Including the Demotic Spells. 2nd ed. Chicago. 1992.

ESSAY TOPICS:

Due: Week 15: 17/6: TO BE SUBMITTED NO LATER THAN 5PM. TO BE SUBMITTED TO THE COURSE CO-ORDINATOR IN CLASS OR IN HER OFFICE.

Topic 1: Magic & Religion.

Question: Identify and discuss the similarities and differences between magic and religion in the ancient world. You may also wish to address the following areas (while not necessarily agreeing with them):

• religious rites were more concerned with the sacred whereas magic was usually directed towards the utilitarian
• while there was a significant body of evidence for worship inspired by personal needs, religion regularly worked towards communal goals whereas magic tended to focus on personal ends
• religion was usually a public activity whereas magic involved an individual acting in private

Advice: Establish a clear definition of magic and religion (especially in the Greek and Roman worlds) before you start the essay. Make sure you use ancient sources, especially written material, to illustrate facets of your answer.

Reading:

Baroja, J. C. 'Magic and Religion in the Classical World.' In Witchcraft and Sorcery. 2nd ed. Ed. M. Marwick. Harmondsworth. 1982. 73-80.

Betz, H. D. 'Magic in Greco-Roman Antiquity.' In The Encyclopedia of Religion. Ed. M. Eliade. Vol. 9. New York. 1987. 93-97.

Graf, F. 'Prayer in Magic and Religious Ritual.' In Magika Hiera: Ancient Greek Magic and Religion. Edd. C. A. Faraone and D. Obbink. Oxford. 1991. 188-213.

---. 'Excluding the Charming: The Development of the Greek Concept of Magic.' In Ancient Magic and Ritual Power. Edd. M. Meyer and P. Mirecki. Leiden. 1995. 29-42.

Hammond, D. 'Magic: A Problem in Semantics.' American Anthropologist 72 (1970): 1349-55.

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman Worlds. Baltimore. 1985. 3-60.

Middleton, J. 'Theories of Magic.' In The Encyclopedia of Religion. Ed. M. Eliade. Vol. 9. New York. 1987. 82-89.

Smith, J. Z. 'Trading Places.' In Ancient Magic and Ritual Power. Edd. M. Meyer and P. Mirecki. Leiden. 1995. 13-27.

Smith, K. F. 'Magic (Greek and Roman).' In Encyclopædia of Religion and Ethics. Ed. J. Hastings. Vol. 8. Edinburgh. 1915. 269-98.

Topic 2: Magical Practice.

Question: Choose one of the following forms of magic and answer the accompanying questions:

• amulets (not if you have done the tutorial topic)
• herbalism
• astrology

Discuss the main features of the magic. What were the main aims behind it? What type of person practiced it (i.e. men, women, men and women, professional magicians, charlatans, etc)? Who were the clients?
Advice: Once you have gotten on top of the subject matter, answer the question by incorporating ancient examples of the chosen form of magic. Include ancient source material - written evidence and, if you wish, archaeological or pictorial evidence (e.g. astrological illustrations, illustrations of amulets, etc).

Barton, T. Ancient Astrology. London. 1994.

Cramer, F. H. 'Expulsion of the Astrologers from Ancient Rome.' C&M 12 (1951): 9-50.

---. Astrology in Roman Law and Politics. Philadelphia. 1954.

Cumont, F. Astrology and Religion Among the Greeks and Romans. Montana. 1912.

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman Worlds. Baltimore. 1985.

MacMullen, R. 'Social History in Astrology.' Ancient History 2 (1971): 105-16.

MacNeice, J. Astrology. London. 1964. 106-33.

Tester, S. J. A History of Western Astrology. Suffolk. 1987.

Reading: Amulets:

Bonner, C. 'Magical Amulets.' HTR 39 (1946): 25-53.

Budge, E. A. W. Amulets and Superstitions. New York. 1978.

Gager, J. C. Curse Tablets and Binding Spells from the Ancient World. Oxford. 1992. 218-42.

Kotansky, R. 'Incantations and Prayers for Salvation on Inscribed Greek Amulets.' In Magika Hiera: Ancient Greek Magic and Religion. Edd. C. A. Faraone and D. Obbink. Oxford. 1991. 107-37.

---. 'Greek Exorcistic Amulets.' In Ancient Magic and Ritual Power. Edd. M. Meyer and P. Mirecki. Leiden. 1995. 243-77.

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman Worlds. Baltimore. 1985.

Reading: Herbalism:

Cooper, P. 'Herbs of Homer.' The Pharmaceutical Journal 255 (1995): 898-900.

Gwilt, J. R. and P. R. Gwilt. 'Greek Myth and Mystery.' The Pharmaceutical Journal 253 (1994): 920-22.

Scarborough, J. 'The Pharmacology of Sacred Plants, Herbs, and Roots.' In Magika Hiera: Ancient Greek Magic and Religion. Edd. C. A. Faraone and D. Obbink. Oxford. 1991. 138-74.

Topic 3: Literature.

Question: From a reading of the literary depictions of witches from antiquity, discuss the similarities between such representations and those from the Malleus Maleficarum. Did the ancient literary representations of the witch influence this Early Modern European text?

Advice: This paper is, in most respects, is based on the analysis of literature. Please illustrate your answer with material from the ancient and the Early Modern European sources.

Reading

Anglo, S. 'Evident Authority and Authoritative Evidence: the Malleus Maleficarum.' In The Literature of Witchcraft. Ed. B. Levack. New York. 1992. 1-31.

Barstow, A. L. Witchcraft: A New History of the European Witch Hunts. San Francisco. 1994.

Bremmer, J. 'The Old Women of Ancient Greece.' In Sexual Asymmetry: Studies in Ancient Society. Edd. J. Blok and P. Mason. Amsterdam. 1987. 191-215.

Graf, F. Magic in the Ancient World. Trans. F. Philip. Cambridge, Mass. 1997. 175-204.

Levack, B. The Witch-Hunt in Early Modern Europe. London. 1987.

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman Worlds. Baltimore. 1985.

Purkiss, D. The Witch in History. London. 1996.

Plus any or all of the reading for Tutorial Topic 5.

Additional Assessment Information

TUTORIALS:
These can be written in point-form using headings or in essay-format. Either style must be accompanied with formal endnotes or footnotes and a bibliography. Please see the attached material on CORRECT and EXPECTED referencing for this course. Endnotes/footnotes, bibliography and quotations do not count toward the word limit.

You must have written the paper beforehand, bring it to the tutorial, make contributions to the discussion, then submit the paper to the tutor at the end of the class for assessment. Assessment is based on (a) the quality of the written work and (b) contribution to the class discussion. Even when you are not presenting an assessable paper, you will be expected to have done some preparation and be willing to contribute to the discussion.

TEXT ANALYSIS:
These can be written in point-form using headings or in essay-format. Either style must be accompanied with formal endnotes or footnotes and a bibliography. Please see the attached material on CORRECT and EXPECTED referencing for this course. Endnotes/footnotes, bibliography and quotations do not count toward the word limit.

MAJOR ESSAY:
This must be written in formal essay format and must be accompanied with formal endnotes or footnotes and a bibliography. Please see the attached material on CORRECT and EXPECTED referencing for this course. Endnotes/footnotes, bibliography and quotations do not count toward the word limit.

CLASS TEST:
Please arrive in the lecture theatre at 11 am sharp. The text will begin at 11.10 am and will conclude at 12 pm (giving you 50 minutes: 5 minutes reading time + 45 minutes writing time). Total number of questions: 9 (1 question = 2 marks and 8 questions = 1 mark each). The test will require definitions and explanations of key concepts and words employed throughout the course (so students must be familiar with the lecture content of the course). You may write your answers in sentence or point format.

Please ensure that your name, student number, topic and word count are clearly printed on the front of every assignment!

Exceeding the word limit by more than 100 words will result in a 10% penalty.

You may not attempt an essay topic on the same tutorial topic

ASSESSMENT / GRADING CRITERIA:

What I'm looking for when assessing work in this course …

Tutorial Papers:

• Research - reading of all set ancient material and reading of at least two of the recommended secondary sources.
• Direct use of ancient source material in the answering of the question.*
• Demonstrated awareness of the types of ancient sources you are using (e.g. dates for authors, genres, degrees of bias evident, etc).
• Demonstration of the consultation of secondary sources - this can be done in the text itself or in endnotes/footnotes. Additional marks will be rewarded to the effective analysis of secondary sources (e.g. comparing and contrasting interpretations, etc).
• Organisation of material in an effective way - essentially in a way that answers the question. This includes a logical development of ideas - connections between ideas, points of argumentation, etc.
• Relevant material only.
• Support of argumentation by the inclusion of appropriate evidence and examples.
• Correct presentation: written expression, grammar, referencing, etc. In certain situations, a paper may have marks deducted for extremely poor presentation in these areas.
• Participation in the class discussion.
• In tutorials, you must consider fellow students: no talking over other people, no domination of the discussion, and please listen to what others are saying and, ideally, if you wish to make a point, try to make your point follow-on from the previous speaker - i.e. interact with each other not just the tutor!

* Students will also be assessed on their demonstrated ability to interpret ANCIENT SOURCE MATERIAL. You will be assessed on a demonstrated understanding of (a) the meaning of the material; (b) the context of the material (e.g. the date [if known] and the implications of such); (c) the key features of the material.

Text Analysis:
You are expected to include the following in your analysis:

1. A brief introduction to the selected passage; here you may wish to discuss the author (if known), gender of author, date (if known), subject matter.
2. Ways in which the author handles the subject matter - e.g. is the author romantic, aggressive; what is her/his tone, etc?
3. The formulaic nature of the text. This will influence #2.
4. The Greek / Roman / other vocabulary used. E.g. magical words, magical / religious references, etc.
5. ny other relevant material.

The aim of this task is to assess students' handling of ancient source material. Therefore, you are expected to focus on the ancient passage itself. You should, however, do some background reading. Please consult one of the relevant textbooks or items from the reading lists contained in this booklet to provide you with an understanding of the topic, etc.

The Major Essay:

• Research - reading of all set ancient material and reading of at least two of the recommended secondary sources.
• Direct use of ancient source material in the answering of the question.*
• Demonstrated awareness of the types of ancient sources you are using (e.g. dates for authors, genres, degrees of bias evident, etc).
• Demonstration of the consultation of secondary sources - this can be done in the text itself or in endnotes/footnotes. Additional marks will be rewarded to the effective analysis of secondary sources (e.g. comparing and contrasting interpretations, etc).
• Organisation of material in an effective way - essentially in a way that answers the question. This includes a logical development of ideas - connections between ideas, points of argumentation, etc.
• Relevant material only.
• Support of argumentation by the inclusion of appropriate evidence and examples.
• Correct presentation: written expression, grammar, referencing, etc. In certain situations, a paper may have marks deducted for extremely poor presentation in these areas.

Writing at Tertiary Level

For the complete text of this writing guide, see the PDF version

Societas Magica: Syllabus Project

Societas Magica home page Syllabus Project page Posted 4 May 2005