Antonis K . Petrides
I am an Associate Professor of Classics at the Open University of Cyprus, where I have been teaching since 2007. I studied Greek Philology (specializing in Classics) at the Aristotle University of Thessaloniki (1995–99). I also read Classics at Trinity College, University of Cambridge (MPhil & PhD, 2000-2005). My studies were funded by the Greek National Scholarship Foundation (IKY), the A.G. Leventis Foundation, the British Academy and Trinity College, Cambridge.
My research interests lie mainly in the field of Greek and Roman drama (particularly postclassical performance), Hellenistic literature (mainly of the ‘comic mode’: mimiamb, epic and philosophical parody, etc.), and Greek physiognomics. I am also interested in reception studies (mainly the reception of ancient Greek drama in modern Greek literature); in the theory and practice of long-distance adult learning; in the didactics of ancient Greek language and literature in secondary education; and in Modern Greek literature of Cyprus.
Prominent among my recent publications is the monograph Menander, New Comedy and the Visual (Cambridge: Cambridge University Press 2014), and the volumes Greek Tragedy after the Fifth Century (Cambridge: Cambridge University Press, forthcoming 2018), co-edited with Vayos Liapis, Debating with the Eumenides: Aspects of the Reception of Greek Tragedy in Modern Greece (Newcastle upon Tyne: Cambridge Scholars Publishing, forthcoming 2018), co-edited with Vayos Liapis and Maria Pavlou, and New Perspectives on Postclassical Comedy (Newcastle upon Tyne: Cambridge Scholars Publishing 2010), co-edited with Sophia Papaioannou. I have also edited an Introduction to the History of Cyprus (with G. Kazamias and E. Koumas; Nicosia: Open University of Cyprus 2013), and the proceedings of an OUC conference on the reception of ancient myth (with S. Efthymiadis, Athens: Ion Publications 2015). Currently, I am preparing a new commentary on Menander’s play Dyskolos for Oxford University Press.
I have been a member of scholarly societies and institutions, such as the Cambridge Philological Society, the Society for the Promotion of Hellenic Studies, the A.G. Leventis Scholars Society etc. In 2009, I was appointed by the Cyprus Ministry of Education member of the Committee for the Reform of the National Curriculum in Greek and Latin. To that effect, I co-authored (with Professor Antonis Tsakmakis) a Report, commissioned and endorsed by the Cyprus government as the New National Curriculum. I have also written or edited several student textbooks and teacher guides, currently in use in Cypriot early secondary education (Gymnasium, Grades A-C).
Phone: 00357-22411983
Address: P.O. BOX 12794
Latsia, Nicosia
2252
Cyprus
My research interests lie mainly in the field of Greek and Roman drama (particularly postclassical performance), Hellenistic literature (mainly of the ‘comic mode’: mimiamb, epic and philosophical parody, etc.), and Greek physiognomics. I am also interested in reception studies (mainly the reception of ancient Greek drama in modern Greek literature); in the theory and practice of long-distance adult learning; in the didactics of ancient Greek language and literature in secondary education; and in Modern Greek literature of Cyprus.
Prominent among my recent publications is the monograph Menander, New Comedy and the Visual (Cambridge: Cambridge University Press 2014), and the volumes Greek Tragedy after the Fifth Century (Cambridge: Cambridge University Press, forthcoming 2018), co-edited with Vayos Liapis, Debating with the Eumenides: Aspects of the Reception of Greek Tragedy in Modern Greece (Newcastle upon Tyne: Cambridge Scholars Publishing, forthcoming 2018), co-edited with Vayos Liapis and Maria Pavlou, and New Perspectives on Postclassical Comedy (Newcastle upon Tyne: Cambridge Scholars Publishing 2010), co-edited with Sophia Papaioannou. I have also edited an Introduction to the History of Cyprus (with G. Kazamias and E. Koumas; Nicosia: Open University of Cyprus 2013), and the proceedings of an OUC conference on the reception of ancient myth (with S. Efthymiadis, Athens: Ion Publications 2015). Currently, I am preparing a new commentary on Menander’s play Dyskolos for Oxford University Press.
I have been a member of scholarly societies and institutions, such as the Cambridge Philological Society, the Society for the Promotion of Hellenic Studies, the A.G. Leventis Scholars Society etc. In 2009, I was appointed by the Cyprus Ministry of Education member of the Committee for the Reform of the National Curriculum in Greek and Latin. To that effect, I co-authored (with Professor Antonis Tsakmakis) a Report, commissioned and endorsed by the Cyprus government as the New National Curriculum. I have also written or edited several student textbooks and teacher guides, currently in use in Cypriot early secondary education (Gymnasium, Grades A-C).
Phone: 00357-22411983
Address: P.O. BOX 12794
Latsia, Nicosia
2252
Cyprus
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Papers in conference proceedings by Antonis K . Petrides
Το άρθρο επικεντρώνεται σε ένα ειδικό πρόβλημα ερμηνείας των αριστοφανικών Σφηκών, συγκεκριμένα στη σκηνοθεσία των στ. 818-23. Η ακριβής φύση της σκηνικής δράσης στην εν λόγω σκηνή, που αποτελεί κομμάτι της οργάνωσης του ψευδο-δικαστηρίου στο σπίτι του Βδελυκλέωνα, προκάλεσε ποικίλες συζητήσεις μεταξύ των μελετητών, οι οποίοι τείνουν να απαξιώνουν το επεισόδιο ως παροδικό αστείο και κωμικό «παραγέμισμα», που επιβραδύνει τις εξελίξεις εντείνοντας έτσι την αγωνία των θεατών για τη σπαρταριστή Δίκη του Σκυλιού που ακολουθεί. Εντούτοις, αν η ερμηνεία που προτείνεται εδώ ευσταθεί, η σκηνή εγγράφεται σε ένα πυκνό πλέγμα εικόνων και μεταφορών, που άπτονται της ερμηνευτικής ουσίας του έργου. Το ότι μια κωμική βινιέτα εκ πρώτης όψεως δευτερεύουσα προσκτάται καίριο θεματικό βάρος εξακτινούμενη ποικιλοτρόπως προς άλλα σημεία του έργου είναι στοιχείο που φωτίζει τη λεπτουργό μικροτεχνία του Αριστοφάνη, η οποία δεν εκτιμάται πάντοτε όσο της αξίζει.
Gamified learning is an engaging form of education. Serious games transform the educational process into a fun and fruitful exploration. Interactivity increases student self-efficacy and knowledge recall through participatory learning, while evaluative measures track student performance fostering effective pedagogical development.
We showcase the design and development of a game combining virtual tours, educational material, quizzes, and automatic assessment within a realistic 3D environment: the Greek Ancient Theater of Philippi. To achieve this, we used the Agile methodology and the Successive Approximation Model (SAM) in our design process. Our team continuously iterated game design and development to ensure the tool would be user-friendly and productive. The game makes use of emerging technologies such as photogrammetry to create a photorealistic space that blends the fidelity of the real world with the safety, accessibility and interactivity afforded by virtuality. The model of the featured theater was reconstructed using thousands of close-up and drone-captured photos, thus preserving the accuracy of the real theater.
The tool is targeted at a diverse audience of humanities students comprising Hellenic Literature and Culture, Theater Studies, History and more. The game contains quizzes focused on evaluating specific learning outcomes for each field represented. Quizzes are formulated as self-evaluation exercises that allow students to test their knowledge of Ancient Greek theater architecture and its uses and functions of Ancient Greek theater genres and their respective components, and of the institutional and religious context with which classical Greek theater performances were inextricably associated. The 3D virtual environment ensures a more immersive, “real-life” learning experience, allowing students to explore Greek theater activity in its natural milieu.
Appears in:
INTED2022 Proceedings (browse)
Pages: 3590-3597
Publication year: 2022
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.1006
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
This paper presents the four-year history of ‘ELP10: Introduction to the study of Hellenic Civilisation’, the introductory Course Module of the ‘Bachelor in Hellenic Civilisation’ Programme of Study, Open University of Cyprus. The role, the objectives, the innovative character including ICT e-learning applications and the prospects of the ELP10 Course Module are discussed.