16. Why has Classical Drama been Foundational for 172 Years at Queen’s University?

Abstract

In 2015, Inquiry@Queen’s opened with Classics students performing Aristophanes’ Lysistrata, a 2500-year-old play illuminating themes of gender inequality and the victims of war which resound as strongly with modern audiences as they did with the ancient Greeks. Classical drama’s continuing ability to resonate with contemporary audiences is one of reasons it has long been viewed as a foundational component of a Humanities education. As a project for Queen’s 175th anniversary, the presenter investigated how Classics and other units have incorporated classical drama into Queen’s classes and post-curricular activities since the 1840s. In addition to ancient Greek and Roman plays, the study included plays with classical themes, and post-Classical plays staged by Classics students and professors. The methodology involved data collection from Queen’s Archives, scholarly publications, and other relevant sources.
 In this poster, I will provide examples to show how classical drama has been used at Queen's in relation to four main goals: its capacity in sustainability ‘and’ inclusivity; its value as a model for development of future cultures; its function as an active learning experience fostered by concentrated and contextualized classical study; and its ability to provide a cultural ‘safe’ space for participants with diverse needs to engage in examination of complex human problems. It is salient that classical drama has continued to be able to adapt to the changing needs of students and educators at Queen’s for at least 172 years.