Mark Lightman wrote:
Stephen Hughes wrote:If you would like to share with others the way you see things in Greek, you could join me in this thread.
ἐκ θυρίδος πίπτει οὖτος. τὸ ὄνομα αὐτοῦ Εὔτυχος. οὐκ εὐτυχεῖ, ἀλλὰ δυστυχεῖ.
It is not the image alone which is most effective, but the combination of image and words. That is the genius of cartoons, and the image which evokes most from the imagination is often the most useful for teaching, because of the interest that it creates, and because of the language possibilities it provides. This incidentally, applies also to very well done cartoons which have no words at all, because of the ‘words’ such cartoons evoke in the imagination of the beholder.
I suspect this is why Jonathan used an image ἐν μόσχῳ καὶ ὄνῳ ἐπὶ τὸ αὐτό pulling the plow – notwithstanding the stricture of Deuteronomy 22:10. The image evokes interest.
You could easily teach a whole class using just the image above with a 1) section that asked students to find the words from the focus text that best describe it, 2) another section with a play on the name as Mark has done, and still 3) another ‘fun’ section where you could ask which of the following phrases best describe the image and why do you think so:
• ἐκφεύγει ὁ κλέπτης
• ἔβαλον τὸν νεανίσκον διὰ τῆς θυρίδος
• ἰδοὺ μήτηρ, οὐχὶ χεῖρες
For a more advanced class, you could ask for students (perhaps in groups) to write a phrase to go with the image.
I think it was Paul Nitz who said a while back that cartoons are more effective than simple photos, and I agree with that as a general observation because of the interest and mental pictures which a cartoon can evoke. For the same reason, I would rather have a very interesting image, than a flat one which is deemed to be more reflective of the context of the Biblical text. Students will remember evocative images about which there was much discussion and even some laughter and therefore they will remember the lesson and the language associated with the image.