I found a bit more on the letter I (long /i/, short /ɪ/, consonant /y/ before vowels = long feet, short tittle, consonant yes).
In compounds of iaciō, where the post-i ‘a’ is transformed into an ‘i’ [con-iaciō -> con-iiciō -> con-iciō], although the second i is no longer written within Latin script, it was apparently still pronounced within Latin speech. Thus, is is /kɔnyɪkyo/ and not /kɔnɪkyo/ (for those not-versed in IPA – it’s ‘con-yicki-o’ not ‘con-icki-o’).
This has been deduced by analysis of verse poetry, since the ‘o’ in con-iiciō would be scanned long if the first ‘i’ operates as a consonant, but scanned short if the speaker were merely voicing con-iciō.
Allen and Greenough offer this tip for learning the rhythm of Latin poetry:
“‘Scanning aloud’ is sometimes useful in the early stages of the study of Latin meter. Scanning aloud ignores the natural stress of the Latin words, instead treating all long syllables as stressed, all short syllables as unstressed. In effect, this technique replaces a quantitative pattern with a stress pattern.” -§607n1
If they mean what I believe they mean, I don’t see where this would be effective
Personally, I found that learning Latin verse based on the stress of its meter, not its syllables, works well
Would a spondee be read with double stress in this method? What would that accomplish?
Here’s an earlier post I did on a site with some sample readings aloud.
Does anyone else have experience with / thoughts on how to read Greek and Latin aloud, and how to use this as a teaching tool?
I had the fortune of reading about 50 lines of Greek and 40 lines of Latin in front of the kids at the Center for Talented Youth this summer. They were very taken with it. This was during a camp talent show with a Harry Potter theme, so, to preface, I told them that Greek was the language of Hufflepuff (with all its aspirates), and Latin the language of Slytherin (which was at least true of Aeneid 6.1-41, the highly sibilant passage I read them).