Molière's Life
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Miser Survey
Which Miser Character Are You? By Kelly Terry Take the quiz below to find out! Count up the number of $ signs to get your total. You see a dollar bill lying on the sidewalk. You immediately: a) Pick it up and put it in your pocket – hey, you could use an extra dollar. $$ b) Take yourself down to Taco Bell and enjoy a delicious taco treat. $ c) Carefully deliver it to the local police station. Hopefully the dollar and its rightful owner can be reunited. $$$ d) Panic. Perhaps you have been robbed and this stray bill is evidence! You must go count your fortune! $$$$ Oh how you love your lovely love! Come to think of it, why do you love your love? a) Her eyes, her lips, her hair, her voice… $$ b) She doesn't eat much, so you save a bundle on the grocery bill. $$$$ c) You have a long, colorful history together, full of close calls, practical jokes, and the occasional bit of trickery. $ d) He defended your honor – your real-life white knight! $$$ You have a bit of extra cash. What would you spend it on? a) The latest fashion. It’s important to look your best! $$ b) A beautiful wedding. No price is too high for love! $$$ c) A loan. Lending money – with interest – is a great way to build wealth! $$$$ d) Tasty vittles. Good food is one of the joys of life! $ What would you say is your best quality? a) Fiscal wisdom $$$$ b) A biting wit $ c) Your boundless passion $$ d) Your ability to remain calm and composed – in any situation $$$ You travel back in time to tell yourself some crucial information. -
Court of Versailles: the Reign of Louis XIV
Court of Versailles: The Reign of Louis XIV BearMUN 2020 Chair: Tarun Sreedhar Crisis Director: Nicole Ru Table of Contents Welcome Letters 2 France before Louis XIV 4 Religious History in France 4 Rise of Calvinism 4 Religious Violence Takes Hold 5 Henry IV and the Edict of Nantes 6 Louis XIII 7 Louis XIII and Huguenot Uprisings 7 Domestic and Foreign Policy before under Louis XIII 9 The Influence of Cardinal Richelieu 9 Early Days of Louis XIV’s Reign (1643-1661) 12 Anne of Austria & Cardinal Jules Mazarin 12 Foreign Policy 12 Internal Unrest 15 Louis XIV Assumes Control 17 Economy 17 Religion 19 Foreign Policy 20 War of Devolution 20 Franco-Dutch War 21 Internal Politics 22 Arts 24 Construction of the Palace of Versailles 24 Current Situation 25 Questions to Consider 26 Character List 31 BearMUN 2020 1 Delegates, My name is Tarun Sreedhar and as your Chair, it's my pleasure to welcome you to the Court of Versailles! Having a great interest in European and political history, I'm eager to observe how the court balances issues regarding the French economy and foreign policy, all the while maintaining a good relationship with the King regardless of in-court politics. About me: I'm double majoring in Computer Science and Business at Cal, with a minor in Public Policy. I've been involved in MUN in both the high school and college circuits for 6 years now. Besides MUN, I'm also involved in tech startup incubation and consulting both on and off-campus. When I'm free, I'm either binging TV (favorite shows are Game of Thrones, House of Cards, and Peaky Blinders) or rooting for the Lakers. -
The Petite Commande of 1664: Burlesque in the Gardens of Versailles Thomasf
The Petite Commande of 1664: Burlesque in the Gardens of Versailles ThomasF. Hedin It was Pierre Francastel who christened the most famous the west (Figs. 1, 2, both showing the expanded zone four program of sculpture in the history of Versailles: the Grande years later). We know the northern end of the axis as the Commande of 1674.1 The program consisted of twenty-four Allee d'Eau. The upper half of the zone, which is divided into statues and was planned for the Parterre d'Eau, a square two identical halves, is known to us today as the Parterre du puzzle of basins that lay on the terrace in front of the main Nord (Fig. 2). The axis terminates in a round pool, known in western facade for about ten years. The puzzle itself was the sources as "le rondeau" and sometimes "le grand ron- designed by Andre Le N6tre or Charles Le Brun, or by the deau."2 The wall in back of it takes a series of ninety-degree two artists working together, but the two dozen statues were turns as it travels along, leaving two niches in the middle and designed by Le Brun alone. They break down into six quar- another to either side (Fig. 1). The woods on the pool's tets: the Elements, the Seasons, the Parts of the Day, the Parts of southern side have four right-angled niches of their own, the World, the Temperamentsof Man, and the Poems. The balancing those in the wall. On July 17, 1664, during the Grande Commande of 1674 was not the first program of construction of the wall, Le Notre informed the king by statues in the gardens of Versailles, although it certainly was memo that he was erecting an iron gate, some seventy feet the largest and most elaborate from an iconographic point of long, in the middle of it.3 Along with his text he sent a view. -
Marins Sous La Coupole
Marins sous la Coupole Le 22 juin 1989 dans son discours d’accueil de Jacques-Yves COUSTEAU à l’Académie française l’académicien Bertrand Poirot-Delpech déclarait : "Vous voilà le septième officier de la Royale à prendre le Quai Conti à l’abordage, après l’amiral d’Estrées en 1715, l’amiral de la Gravière en 1888, Pierre Loti en 1891, Maurice de Broglie en 1934, Claude Farrère en 1935, et, en 1936, l’amiral Lacaze, ministre de la Marine pendant la Grande Guerre, cet amiral un peu coléreux, à qui Henri Mondor, en bon médecin, lança un jour, pour prévenir un coup de sang : « Amiral, attention à vos vaisseaux ! » Il avait omis l’amiral Jean-Baptiste-Henri de VALINCOUR élu en 1699 et il faut rajouter Michel Serres élu académicien en 1990 ce qui porte à neuf le nombre d’officiers de marine "Immortels". http://www.academie-francaise.fr 1699 Jean-Baptiste-Henri de VALINCOUR (1653-1730) Historiographe, amiral Élu en 1699 au fauteuil 13 Prédécesseur : Jean RACINE Successeur : Jean-François LERIGET de LA FAYE Né à Paris, le 1er mars 1653. Secrétaire des commandements du comte de Toulouse, prince du sang et grand amiral, il fut historiographe de France. Écrivain et poète de peu de valeur, il fut l’ami fidèle de Racine et de Boileau : il était dépositaire du manuscrit de la Vie de Louis XIV par Racine ; cette pièce précieuse fut brûlée, en 1726, dans l’incendie qui dévora les sept ou huit mille volumes formant la bibliothèque de Valincour. Élu le 30 mai 1699 en remplacement de Racine, il fut reçu par La Chapelle le 27 juin suivant, et harangua, comme directeur, le roi Louis XV lorsqu’il visita l’Académie le 22 juillet 1719. -
Translated by Richard Wilbur Directed by Makaela Pollock
Translated by Richard Wilbur Directed by Makaela Pollock All original material copyright © Seattle Shakespeare Company 2015 WELCOME Dear Educators, Tartuffe is a wonderful play, and can be great for students. Its major themes of hypocrisy and gullibility provide excellent prompts for good in-class discussions. Who are the “Tartuffes” in our 21st century world? What can you do to avoid being fooled the way Orgon was? Tartuffe also has some challenges that are best to discuss with students ahead of time. Its portrayal of religion as the source of Tartuffe’s hypocrisy angered priests and the deeply religious when it was first written, which led to the play being banned for years. For his part, Molière always said that the purpose of Tartuffe was not to lampoon religion, but to show how hypocrisy comes in many forms, and people should beware of religious hypocrisy among others. There is also a challenging scene between Tartuffe and Elmire at the climax of the play (and the end of Orgon’s acceptance of Tartuffe). When Tartuffe attempts to seduce Elmire, it is up to the director as to how far he gets in his amorous attempts, and in our production he gets pretty far! This can also provide an excellent opportunity to talk with students about staunch “family values” politicians who are revealed to have had affairs, the safety of women in today’s society, and even sexual assault, depending on the age of the students. Molière’s satire still rings true today, and shows how some societal problems have not been solved, but have simply evolved into today’s context. -
Download Teachers' Notes
Teachers’ Notes Researched and Compiled by Michele Chigwidden Teacher’s Notes Adelaide Festival Centre has contributed to the development and publication of these teachers’ notes through its education program, CentrED. Brink Productions’ by Molière A new adaptation by Paul Galloway Directed by Chris Drummond INTRODUCTION Le Malade imaginaire or The Hypochondriac by French playwright Molière, was written in 1673. Today Molière is considered one of the greatest masters of comedy in Western literature and his work influences comedians and dramatists the world over1. This play is set in the home of Argan, a wealthy hypochondriac, who is as obsessed with his bowel movements as he is with his mounting medical bills. Argan arranges for Angélique, his daughter, to marry his doctor’s nephew to get free medical care. The problem is that Angélique has fallen in love with someone else. Meanwhile Argan’s wife Béline (Angélique’s step mother) is after Argan’s money, while their maid Toinette is playing havoc with everyone’s plans in an effort to make it all right. Molière’s timeless satirical comedy lampoons the foibles of people who will do anything to escape their fear of mortality; the hysterical leaps of faith and self-delusion that, ironically, make us so susceptible to the quackery that remains apparent today. Brink’s adaptation, by Paul Galloway, makes Molière’s comedy even more accessible, and together with Chris Drummond’s direction, the brilliant ensemble cast and design team, creates a playful immediacy for contemporary audiences. These teachers’ notes will provide information on Brink Productions along with background notes on the creative team, cast and a synopsis of The Hypochondriac. -
Inventario (1
INVENTARIO (1 - 200) 1 Scatola contenente tre fascicoli. V. segn. 1 ELETTRICE PALATINA ANNA MARIA LUISA DE’ MEDICI 1 Lettere di auguri natalizi all’elettrice palatina Anna Maria Luisa de’ Medici di: Filippo Acciaiuoli, cc.2-4; Faustina Acciaiuoli Bolognetti, cc.5-7; Isabella Acquaviva Strozzi, cc.8-10; cardinale Alessandro Albani, cc.11-13; Fi- lippo Aldrovandi Marescotti, cc.14-16; Maria Vittoria Altoviti Cor- sini, cc.17-19; Achille Angelelli, cc.20-23; Roberto Angelelli, cc.24- 26; Dorothea Angelelli Metternich, cc.27-29; Lucrezia Ansaldi Le- gnani, cc.30-32; Giovanni dell’Aquila, cc.33-35; duchessa Douariere d’Arenberg, con responsiva, cc.36-40; governatore di Grosseto Cosimo Bagnesi, cc.41-43; Andrea Barbazzi, cc.44-46; segretario della Sacra Consulta Girolamo de’ Bardi, cc.47-49; cardinale [Lodovico] Belluga, cc.50-52; Lucrezia Bentivoglio Dardinelli, cc.53-55; Maria Bergonzi Ra- nuzzi, cc.56-58; cardinale Vincenzo Bichi, cc.59-61; «re delle Due Si- Nell’inventario, il numero del pezzo è posto al centro in neretto. Alla riga successiva, in cor- cilie» Carlo VII, con responsiva, cc.62-66; vescovo di Borgo Sansepol- sivo, sono riportate la descrizione estrinseca del volume, registro o busta con il numero com- cro [Raimondo Pecchioli], cc.67-69; Camilla Borgogelli Feretti, cc.70- plessivo dei fascicoli interni e le vecchie segnature. Quando il nesso contenutistico fra i do- 72; Cosimo Bourbon del Monte, cc.73-75; baronessa de Bourscheidt, cumenti lo rendeva possibile si è dato un titolo generale - in maiuscoletto - a tutto il pezzo, con responsiva, cc.76-79; vescovo di Cagli [Gerolamo Maria Allegri], o si è trascritto, tra virgolette in maiuscoletto, il titolo originale. -
Don Juan Entire First Folio
First Folio Teacher Curriculum Guide Don Juan by Molière translated, adapted and directed by Stephen Wadsworth January 24—March 19, 2006 First Folio Teacher Curriculum Guide Table of Contents Page Number Welcome to the Shakespeare Theatre Company’s production ofDon Juan by Molière! A Brief History of the Audience…………………….1 Each season, the Shakespeare Theatre Company About the Playwright presents five plays by William Shakespeare and other classic playwrights. The Education Department Molière’s Life………………….…………………………………3 continues to work to deepen understanding, Molière’s Theatre…….……………………………………….4 appreciation and connection to classic theatre in 17th•Century France……………………………………….6 learners of all ages. One approach is the publication of First Folio: Teacher Curriculum Guides. About the Play Synopsis of Don Juan…………………...………………..8 In the 2005•06 season, the Education Department Don Juan Timeline….……………………..…………..…..9 will publish First Folio: Teacher Curriculum Guides for Marriage & Family in 17th•Century our productions ofOthello, The Comedy of Errors, France…………………………………………………...10 Don Juan, The Persiansand Love’s Labor’s Lost. The Guides provide information and activities to help Splendid Defiance……………………….....................11 students form a personal connection to the play before attending the production at the Shakespeare Classroom Connections Theatre Company. First Folio guides are full of • Before the Performance……………………………13 material about the playwrights, their world and the Translation & Adaptation plays they penned. Also included are approaches to Censorship explore the plays and productions in the classroom Questioning Social Mores before and after the performance.First Folio is Playing Around on Your Girlfriend/ designed as a resource both for teachers and Boyfriend students. Commedia in Molière’s Plays The Shakespeare Theatre Company’s Education Department provides an array of School, • After the Performance………………………………14 Community, Training and Audience Enrichment Friends Don’t Let Friends.. -
~'7/P64~J Adviser Department of S Vie Languages and Literatures @ Copyright By
FREEDOM AND THE DON JUAN TRADITION IN SELECTED NARRATIVE POETIC WORKS AND THE STONE GUEST OF ALEXANDER PUSHKIN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By James Goodman Connell, Jr., B.S., M.A., M.A. The Ohio State University 1973 Approved by ,r-~ ~'7/P64~j Adviser Department of S vie Languages and Literatures @ Copyright by James Goodman Connell, Jr. 1973 To my wife~ Julia Twomey Connell, in loving appreciation ii VITA September 21, 1939 Born - Adel, Georgia 1961 .•..••. B.S., United States Naval Academy, Annapolis, Maryland 1961-1965 Commissioned service, U.S. Navy 1965-1967 NDEA Title IV Fellow in Comparative Literature, The University of Georgia, Athens, Georgia 1967 ••••.•. M.A. (Comparative Literature), The University of Georgia, Athens, Georgia 1967-1970 NDFL Title VI Fellow in Russian, The Ohio State University, Columbus, Ohio 1969 •.•••.• M.A. (Slavic Languages and Literatures), The Ohio State University, Columbus, Ohio 1970 .•...•. Assistant Tour Leader, The Ohio State University Russian Language Study Tour to the Soviet Union 1970-1971 Teaching Associate, The Ohio State University, Columbus, Ohio 1971-1973 Assistant Professor of Modern Foreign Languages, Valdosta State College, Valdosta, Georgia FIELDS OF STUDY Major field: Russian Literature Studies in Old Russian Literature. Professor Mateja Matejic Studies in Eighteenth Century Russian Literature. Professor Frank R. Silbajoris Studies in Nineteenth Century Russian Literature. Professors Frank R. Silbajoris and Jerzy R. Krzyzanowski Studies in Twentieth Century Russian Literature and Soviet Literature. Professor Hongor Oulanoff Minor field: Polish Literature Studies in Polish Language and Literature. -
Moliere-The Miser-Synopsis.Pdf
Thompson, The Miser 5 Introducing to you a masterpiece by one of the 17th Century's most talented playwrights... Jean-Baptiste Moliere.... Summary of the Plot Harpagon, a rich miser, rules his house with a meanness which the talk of the town. He keeps his horses so weak that they cannot be used. He lends money at such an extornionate rate that the borrower will be crippled by it and he is constantly in fear of having his wealth stolen from under his nose. Obsessively fearful, he suspects everyone and constantly checks his grounds where he has buried a large sum of money to keep it safe! As for the real treasures, his children, he marginalises and dominates them. He deprives them of independence by denying them money. He deprives them of the freedom to choose a marriage partner for themselves. Instead, he uses them the gain more riches for himself by organising wealthy spouses for them. As if this isn't enough he is, hypocritically, planning to marry for lust. Since father and son have designs on the same woman, they become rivals in love. But such is the force of true love that through a staged robbery the children take control of their own destinies forcing their father to give up his plans for their weddings in return for the restoration of his wealth. And en route they discover one or two surprises about themselves that they could not have begun to imagine. The Play In Context L'avare (The Miser) was written in 1668, after a difficult period for Moliere personally. -
Nini, Bloodshed, and La Marescialla D'ancre
28 Nini, bloodshed, and La marescialla d’Ancre Alexander Weatherson (This article originally appeared in Donizetti Society Newsletter 88 (February 2003)) An odd advocate of so much operatic blood and tears, the mild Alessandro Nini was born in the calm of Fano on 1 November 1805, an extraordinary centre section of his musical life was to be given to the stage, the rest of it to the church. It would not be too disrespectful to describe his life as a kind of sandwich - between two pastoral layers was a filling consisting of some of the most bloodthirsty operas ever conceived. Maybe the excesses of one encouraged the seclusion of the other? He began his strange career with diffidence - drawn to religion his first steps were tentative, devoted attendance on the local priest then, fascinated by religious music - study with a local maestro, then belated admission to the Liceo Musicale di Bologna (1827) while holding appointments as Maestro di Cappella at churches in Montenovo and Ancona; this stint capped,somewhat surprisingly - between 1830 and 1837 - by a spell in St. Petersburg teaching singing. Only on his return to Italy in his early thirties did he begin composing in earnest. Was it Russia that introduced him to violence? His first operatic project - a student affair - had been innocuous enough, Clato, written at Bologna with an milk-and-water plot based on Ossian (some fragments remain), all the rest of his operas appeared between 1837 and 1847, with one exception. The list is as follows: Ida della Torre (poem by Beltrame) Venice 1837; La marescialla d’Ancre (Prati) Padua 1839; Christina di Svezia (Cammarano/Sacchero) Genova 1840; Margarita di Yorck [sic] (Sacchero) Venice 1841; Odalisa (Sacchero) Milano 1842; Virginia (Bancalari) Genova 1843, and Il corsaro (Sacchero) Torino 1847. -
Rediscovering the Rhetoric of Women's Intellectual
―THE ALPHABET OF SENSE‖: REDISCOVERING THE RHETORIC OF WOMEN‘S INTELLECTUAL LIBERTY by BRANDY SCHILLACE Submitted in partial fulfillment of the requirements For the degree of Doctor of Philosophy Dissertation Adviser: Dr. Christopher Flint Department of English CASE WESTERN RESERVE UNIVERSITY May 2010 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the thesis/dissertation of ________Brandy Lain Schillace___________________________ candidate for the __English PhD_______________degree *. (signed)_____Christopher Flint_______________________ (chair of the committee) ___________Athena Vrettos_________________________ ___________William R. Siebenschuh__________________ ___________Atwood D. Gaines_______________________ ________________________________________________ ________________________________________________ (date) ___November 12, 2009________________ *We also certify that written approval has been obtained for any proprietary material contained therein. ii Table of Contents Preface ―The Alphabet of Sense‖……………………………………...1 Chapter One Writers and ―Rhetors‖: Female Educationalists in Context…..8 Chapter Two Mechanical Habits and Female Machines: Arguing for the Autonomous Female Self…………………………………….42 Chapter Three ―Reducing the Sexes to a Level‖: Revolutionary Rhetorical Strategies and Proto-Feminist Innovations…………………..71 Chapter Four Intellectual Freedom and the Practice of Restraint: Didactic Fiction versus the Conduct Book ……………………………….…..101 Chapter Five The Inadvertent Scholar: Eliza Haywood‘s Revision