Editorial note: while you procrastinate for another few weeks on your syllabus, this guest post from Theodora Kopestonsky can serve up some essential inspiration.

When I listen to the radio in the car, I am struck by the way modern songs reflect the same concerns that we see in antiquity. Different poems come to my mind and sometimes, if my brain is really tuned in and I’ve been reading a lot of Latin poetry, I’ll start to translate the lyrics. U2’s One (1991) does this to me all the time… “Ūnus amor, Ūnus sanguis, Ūna vīta…”

This got me thinking about how to incorporate pop music into the classroom and led to a pedagogy article about Latin love poetry. Beyond romantic relationships, Latin (and Greek) poetry talk about many other relevant issues like violence, war, loss, and more.  Catullus, one of my favorite poets, also addresses a more mundane issue: lending money to a friend. In Catullus 103, the poet complains about Silus’ delay in repaying a debt.

aut sōdēs mihi redde decem sestertia, Sīlō,
deinde estō quamvīs saevus et indomitus:
aut, sī tē nummī dēlectant, dēsine quaesō
lēnō esse atque īdem saevus et indomitus.

Either give me back the ten grand please, Silus,
And then you can be a prick or whatever:
Or, if the money makes you happy, I beg you, stop
Being a pimp and be a prick again.

That’s a lot of money to trust to another person which explains why Catullus got so riled up and starts calling Silus names. Whether or not he actually lent the money or is just imagining a situation (which is very possible) is not important here. The point is the irritation and lack of funds at his current moment. Anyone who has given money to a trusted friend and then been burned can relate to the frustrating rage. I found that Rihanna echoes this concern more explicitly and violently in her 2015 song, Bitch Better Have My Money.[1]

Y’all should know me well enough.
Bitch, better have my money!
Please don’t call me on my bluff.
Pay me what you owe me.
………………
Don’t act like you forgot, I call the shots, shots, shots
Like brrap, brrap, brrap (0:11-0:19, 0:43-0:50).

In posturing lyrics like Catullus, Rihanna calls out her friend, threatening violence, if the money is not returned. The deliberate spoken words emphasize the frustration of the singer. If the sentiment is that same, why not try to echo it in Latin. So, of course, I did.

Nunc bene mē cognōvistī
Scelesta, mea tibi redōnanda est pecūnia
Mē nē iubē dēmonstrāre, sōdēs
Da mihi quod mihi debēs.
……………….
Nōlī assimilāre tē oblīvitam esse, indīcō
ictūs, -tūs, -tūs, -tūs.

The first line echoes Catullus’ language in poem 72.5 where he says he knows Lesbia (nunc te cognovi). Scelesta returns from Catullus 8.15 to act as the invective, though canicula or canis could also be used. This line and the title of the song also provides the necessary pejorative name-calling also present in Catullus’ poem. I used a passive periphrastic (redōnanda est) to show obligation for the return of the money. Stationing pecunia at the end of the sentence also then mirrors Rihanna’s original placement of money.  Imperatives in the next two lines express Rihanna’s demands. The short words create a nice staccato effect similar to the manner in which Rihanna sings. Constructing the negative command with nolle allows for a recognizable construction which eases into an indirect statement.  The use of an onomatopoeia for gunshots in English creates an ominous mood. In order to reflect the similar repetition and emotion, I translated shot as an ictus which implies an arrow or spear hit as seen in verse (e.g. Ov. Met. 12.74).

The repetition of the shot and the sound of a strike is expressed with –tus which acts as an echo to the full word, but it also imitates the staccato of multiple projectiles hitting the mark or the recoil of a weapon such as a ballista after firing. Rihanna herself utilized syllable echoing at the end of a lyric in repeating “-ella” in her hit, Umbrella (2008). Moreover, the term ictus is used to indicate a rhythmic stress in poetry (or music) so it plays with the concepts already discussed (Becker). The repetition of me and mihi highlights the singer’s agency or role as it is highlighted in the original. Grammatically, this translation is deliberately straightforward (I am not a poet) but I think it is accessible for students of Latin still learning. Obviously, I’ve lost the meter here but, the placement of words and word choices can be relevant as I have shown.

While I did this as an example, just thinking about these transformations and translations can be really rewarding in or out of the classroom. It is a mental (or even class) exercise which challenges you to think beyond the Classical corpus. Why not give it a try or even ask your students to try? You can ask for song-poem parallels, simple translations done as a group, or more analytical reflections on composition. Stephen Kershner has provided excellent detailed guidelines on how to formally incorporate this type of Latin composition to a class. (He also furnishes a translation of Taylor Swift’s 2014 hit, Bad Blood.) Really, most songs can be converted into Latin, if you are willing to be creative. The process makes students understand better translation and word choices.

So next time you are in the car listening to the radio or reading poetry, maybe you’ll see a new connection. In creating and explaining adaptions, we all (students, teachers, enthusiasts) can learn a little bit more about Latin, our own culture, and the fact that no one likes late payment!

[1] Rihanna’s song is responding to a topic in rap music about pimps, but she is flipping the paradigm

Theodora Kopestonsky is a senior lecturer in Classics at the University of Tennessee, Knoxville where she is a supervisor for the Beginning and Intermediate Latin program. Her research focuses primarily on Greek religion and practice, Corinthian studies, and nymphs, but she regularly teaches Latin, Classical archaeology, myth, and ancient civilization courses.