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In scholarly discussions, ancient didactic poetry is sometimes considered a 'technical' form of literature. The 'technical' aspect of didactic poems would seem to concern mainly their contents, not the poems' form, which is described instead as literary. And so, didactic poetry appears to be both 'technical' and, at the same time, more than just technical. To what extent were didactic poems considered 'artistic' in our modern sense? Or should we call them simply 'technical' poems in the sense that they deal with 'techne' as a form of practical expertise? Was the 'art' of ancient didactic poems one specific domain that ancient audiences easily identified? Or was this somewhat unclear? These are some of the key questions that I am concerned with, as I wish to explore to what extent the ancient poets themselves utilize the idea of 'techne' and what is the added value that the concept of 'techne' brings to their poetic works. I will present three authors to address these questions, namely in order: Ovid, whom I take as example of a poet who grandly advertises the presence of 'ars' in his poem; then, Archestratus of Gela, the first, partly extant poet to write 'didactic poems' in Greece in the manner that will impose itself in the following centuries, and an early example of how this poetry engages with what idea(s) about 'ars'; and, lastly, Aratus of Soli, the likely most canonical author of this type of poetry in Antiquity. This selection of authors, to be sure, does not provide a full picture of didactic poetry in Antiquity, with all its peculiarities. But it does have some paradigmatic meaning for two reasons. First, Archestratus and Aratus are significant within the history of didactic poetry, as I anticipated, because the former is a pioneer in this genre and the latter is a widely popular and influential author. Thus, analysis of their poems is useful to understand also certain features of the didactic genre more in general. Ovid's "Ars Amatoria", on the other hand, while perhaps being less influential for the whole history of the genre, becomes paradigmatic in so far as one explores the issue of didactic 'art'. For, this work features the topic of 'techne' much more extensively than many other didactic poems. But before I move to these authors, I wish to make a preamble about ancient didactic poetry as genre. For one might then wonder whether these questions about didactic poetry and 'techne' would find an easy solution if one considered first the meaning and category of the 'didactic' - a name that by itself seems to evoke the idea of knowledge and the sharing of a certain form of expertise.
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