Amber Barnett
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
An Examination of the Correlation Between the Justification and Glorification of War in Charles Mee's Iphigenia
An Examination of the Correlation Between the Justification and Glorification of War in Charles Mee’s Iphigenia 2.0: A Director’s Approach Caroline Donica Table of Contents Chapter One: Charles Mee and the History Behind Iphigenia 2.0 4 Introduction 4 The Life and Works of Charles Mee 4 Just War 8 Production History and Reception 11 Survey of Literature 13 Conclusion 15 Chapter Two: Play Analysis 16 Introduction 16 Synopsis 16 Given Circumstances 24 Previous Action 26 Dialogue and Imagery 27 Character Analysis 29 Idea and Theme 34 Conclusion 36 Chapter Three: The Design Process 37 Introduction 37 Production Style 37 Director’s Approach 38 Choice of Stage 38 Collaboration with Designers 40 Set Design 44 Costumes 46 Makeup and Hair 50 Properties 52 Lighting 53 Sound 55 Conclusion 56 Chapter Four: The Rehearsal Process 57 Introduction 57 Auditions and Casting 57 Rehearsals and Acting Strategies 60 Technical and Dress Rehearsals 64 Performances 65 Conclusion 67 Chapter Five: Reflection 68 Introduction 68 Design 68 Staging and Timing 72 Acting 73 Self-Analysis 77 Conclusion 80 Appendices 82 A – Photos Featuring the Set Design 83 B – Photos Featuring the Costume Design 86 C – Photos Featuring the Lighting Design 92 D – Photos Featuring the Concept Images 98 Works Consulted 102 Donica 4 Chapter One Charles Mee and the History Behind Iphigenia 2.0 Introduction Charles Mee’s Iphigenia 2.0 is a significant work in recent theatre history. The play was widely recognized and repeatedly produced for its unique take on contemporary issues, popular culture, and current events set within a framework of ancient myths and historical literature. -
Jastics Delays' Rsveüge
Jastics Delays’ Rsveüge- . ■ C il 1X1 a i - . : . "Г / с;. Justice Delays Revenge- The Spanish Tragedy and Revenge Tradition A Thesis Submitted to the Faculty of Letters and the Institute of Economics and Social Sciences of Bilkent University in Partial Fulfilment of the Requirements for the Degree of Master of Arts in English Language and Literature ta «4^^ by Erhan Kukner September, 1991 PR. Л.65'4 ' S63 è- 3079 We certify that we have read this thesis and that in our combined opinion it is fully adequate, in scope and in quality, as a thesis for the degree of Master of Arts. Asst.Prof.Dr. Hamit Çalışkan (A d v i s o r ) L y ■'· Prof.Dr. Bülent Bozkurt (Committee Member) ' ^ 1 Dr. Laurence A. Raw Approved for the Institute of Economics and Social Sciences 1 1 Abstract Justice Delays Revenge- The Spanish Tragedy and Revenge Tradition Erhan Kükner M.A. In English Literature Advisor: Asst.Prof-Dr. Hamit Çalışkan September, 1991 The Spanish Tragedv. one of the best examples of English Renaissance drama, contributed towards the establishment of the revenge tragedy genre, which gained popularity in the years to come. Kyd in this play not only indicates that when the law is unjust, man will resort to revenge; but also demonstrates that a citizen should obey the ruler and regard revenge as a revolt against the state. Tl-is play tells the story of Hieronimo, who expects the murderer^ of his son to be punished. However, Hieronimo gradually discovers that the institutions of justice are useless and therefore takes revenge. -
Trojan Women: Introduction
Trojan Women: Introduction 1. Gods in the Trojan Women Two gods take the stage in the prologue to Trojan Women. Are these gods real or abstract? In the prologue, with its monologue by Poseidon followed by a dialogue between the master of the sea and Athena, we see them as real, as actors (perhaps statelier than us, and accoutered with their traditional props, a trident for the sea god, a helmet for Zeus’ daughter). They are otherwise quite ordinary people with their loves and hates and with their infernal flexibility whether moral or emotional. They keep their emotional side removed from humans, distance which will soon become physical. Poseidon cannot stay in Troy, because the citizens don’t worship him any longer. He may feel sadness or regret, but not mourning for the people who once worshiped but now are dead or soon to be dispersed. He is not present for the destruction of the towers that signal his final absence and the diaspora of his Phrygians. He takes pride in the building of the walls, perfected by the use of mason’s rules. After the divine departures, the play proceeds to the inanition of his and Apollo’s labor, with one more use for the towers before they are wiped from the face of the earth. Nothing will be left. It is true, as Hecuba claims, her last vestige of pride, the name of Troy remains, but the place wandered about throughout antiquity and into the modern age. At the end of his monologue Poseidon can still say farewell to the towers. -
1 IPHIGENIA in TAURIS by Euripides Adapted, Edited, and Rendered Into
IPHIGENIA IN TAURIS by Euripides Adapted, edited, and rendered into modern English for the express purpose of dramatic performance by Louis Markos, Professor in English and Honors Scholar-in-Residence/Robert H. Ray Chair in Humanities Houston Baptist University (Houston, TX) Dramatis Personae IPHIGENIA, daughter of Agamemnon ORESTES, brother of Iphigenia PYLADES, friend of Orestes THOAS, King of the Taurians HERDSMAN MESSENGER ATHENA CHORUS of captive Greek women who serve Iphigenia SCENE Before the temple of Artemis in Tauris. (Iphigenia, dressed as a priestess, enters and stands before the altar.) IPHIGENIA From Asia Pelops came to the shores of Greece; His son was Atreus and from him came Two greater sons, skilled in the arts of war. The eldest, Agamemnon, rules Mycenae While Menelaus holds the throne of Sparta. For Helen’s sake they raised a mighty fleet And set their sails for Troy. But Artemis, Beloved sister of the god Apollo, Sent vexing winds to wrestle with their sails And strand them on the rocky shore of Aulis. Eager to conquer Troy and so avenge His brother’s bed, my father, Agamemnon, Ordered Calchas, prophet of the host, To seek the will of Zeus and to proclaim The cause of their misfortune–and the cure. “O King,” he spoke, “You must fulfill the vow You made to Artemis: to offer up The dearest treasure that the year would bring. 1 The daughter born to you and Clytemnestra— She is the treasure you must sacrifice.” I was and am that daughter—oh the pain, That I should give my life to still the winds! The treacherous Odysseus devised The plot that brought me, innocent, to Aulis. -
Iphigenia in Aulis by Euripides Translated by Nicholas Rudall Directed by Charles Newell
STUDY GUIDE Photo of Mark L. Montgomery, Stephanie Andrea Barron, and Sandra Marquez by joe mazza/brave lux, inc Sponsored by Iphigenia in Aulis by Euripides Translated by Nicholas Rudall Directed by Charles Newell SETTING The action takes place in east-central Greece at the port of Aulis, on the Euripus Strait. The time is approximately 1200 BCE. CHARACTERS Agamemnon father of Iphigenia, husband of Clytemnestra and King of Mycenae Menelaus brother of Agamemnon Clytemnestra mother of Iphigenia, wife of Agamemnon Iphigenia daughter of Agamemnon and Clytemnestra Achilles son of Peleus Chorus women of Chalcis who came to Aulis to see the Greek army Old Man servant of Agamemnon, was given as part of Clytemnestra’s dowry Messenger ABOUT THE PLAY Iphigenia in Aulis is the last existing work of the playwright Euripides. Written between 408 and 406 BCE, the year of Euripides’ death, the play was first produced the following year in a trilogy with The Bacchaeand Alcmaeon in Corinth by his son, Euripides the Younger, and won the first place at the Athenian City Dionysia festival. Agamemnon Costume rendering by Jacqueline Firkins. 2 SYNOPSIS At the start of the play, Agamemnon reveals to the Old Man that his army and warships are stranded in Aulis due to a lack of sailing winds. The winds have died because Agamemnon is being punished by the goddess Artemis, whom he offended. The only way to remedy this situation is for Agamemnon to sacrifice his daughter, Iphigenia, to the goddess Artemis. Agamemnon then admits that he has sent for Iphigenia to be brought to Aulis but he has changed his mind. -
Ovid Book 12.30110457.Pdf
METAMORPHOSES GLOSSARY AND INDEX The index that appeared in the print version of this title was intentionally removed from the eBook. Please use the search function on your eReading device to search for terms of interest. For your reference, the terms that ap- pear in the print index are listed below. SINCE THIS index is not intended as a complete mythological dictionary, the explanations given here include only important information not readily available in the text itself. Names in parentheses are alternative Latin names, unless they are preceded by the abbreviation Gr.; Gr. indi- cates the name of the corresponding Greek divinity. The index includes cross-references for all alternative names. ACHAMENIDES. Former follower of Ulysses, rescued by Aeneas ACHELOUS. River god; rival of Hercules for the hand of Deianira ACHILLES. Greek hero of the Trojan War ACIS. Rival of the Cyclops, Polyphemus, for the hand of Galatea ACMON. Follower of Diomedes ACOETES. A faithful devotee of Bacchus ACTAEON ADONIS. Son of Myrrha, by her father Cinyras; loved by Venus AEACUS. King of Aegina; after death he became one of the three judges of the dead in the lower world AEGEUS. King of Athens; father of Theseus AENEAS. Trojan warrior; son of Anchises and Venus; sea-faring survivor of the Trojan War, he eventually landed in Latium, helped found Rome AESACUS. Son of Priam and a nymph AESCULAPIUS (Gr. Asclepius). God of medicine and healing; son of Apollo AESON. Father of Jason; made young again by Medea AGAMEMNON. King of Mycenae; commander-in-chief of the Greek forces in the Trojan War AGLAUROS AJAX. -
Judgment, Authority, and the Morality of Justice in Hamlet
Sugrue 1 Maegan Sugrue Judgment, Authority, and the Morality of Justice in Hamlet Shakespeare’s Hamlet, a complex and moving text, asks difficult questions: Is it right to commit an evil act in order to rid the world of a worse evil? Is it damnation to allow evil to remain because one desires to abstain from committing evil? What is the cost of justice? What knowledge can be trusted when determining when to pursue justice? How does one decide when to act? How does one decide when to hold back? These questions are further complicated by the many variants of the text. Quarto 1 (Q1) from 1603 is notoriously known as the “bad quarto.” Because of the many perceived corruptions that exist in the text, it is thought that Q1 is perhaps a reconstruction of the play from memory by some of the members of Shakespeare’s company. Quarto 2 (Q2) from 1604 was likely prepared from Shakespeare’s own handwritten manuscript, but the folio version from 1623 (F) has been accepted by scholars as the control text because it is likely the most true to how the play would have been performed while Shakespeare was alive and active in the company. Although most scholars agree that both Q2 and F come from Shakespeare himself, the two texts differ in many ways confronting editors with the questions of what to keep and what to cut. Two such instances are in 4.4 and 4.7. At the heart of these scenes specifically lie the following questions: Is justice only attainable at the expense of morals and ethics? If it is only attainable at the expense of morals and ethics, is it still justice? Is it revenge instead? In exploring these questions, one must also consider what knowledge should be trusted in making such important decisions. -
THE THEME of ORESTEIA in EUGENE O'neill' S MOURNING BECOMES ELECTRA UDC 821.111-21.09 Petra Mitić
FACTA UNIVERSITATIS Series: Linguistics and Literature Vol. 6, No 1, 2008, pp. 73 - 84 THE THEME OF ORESTEIA IN EUGENE O'NEILL' S MOURNING BECOMES ELECTRA UDC 821.111-21.09 Petra Mitić Faculty of Philosophy, Niš Abstract. The paper is concerned with the mythical theme of Oresteia as it has been reworked in Eugene O'Neill's play Mourning Becomes Electra. After juxtaposing the key elements in the story as they appear in Aeschylus and Sophocles on the one hand, and Eugene O' Neill on the other, the analysis moves on to consider the significance of the changes introduced in O'Neill's version of this ancient story. The focal point of the analysis is the brief comparison of two disparate models of reading – the Freudian and the Jungian model – and the relevance of their different implications for the patriarchal culture of reason. Key words: Oresteia, Eschylus, Eugene O'Neill, the myth of Oedipus, Fromm, Freud, Jung While dreaming, man is a great poet; when he wakes up he is a wretched man again. At least in most of the cases.1 I In his dreams man comes back to his inner self. Both dreams and myths are messages that we send to ourselves from the depths of the unconscious. They are the storehouse of our deepest insights connecting modern man with his primeval roots. In them we have the perennial experience of the human race recorded. And yet, in his waking hours, while preoccupied with the self-centered drives of the ego, modern man seems to have forgot- ten the language of his true self.2 According to Giambattista Vico, the l8th century Neapolitan philosopher, man is in- stinctively poetic in his response to the world. -
Senecan Tragedy and Virgil's Aeneid: Repetition and Reversal
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 10-2014 Senecan Tragedy and Virgil's Aeneid: Repetition and Reversal Timothy Hanford Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/427 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] SENECAN TRAGEDY AND VIRGIL’S AENEID: REPETITION AND REVERSAL by TIMOTHY HANFORD A dissertation submitted to the Graduate Faculty in Classics in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2014 ©2014 TIMOTHY HANFORD All Rights Reserved ii This dissertation has been read and accepted by the Graduate Faculty in Classics in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Ronnie Ancona ________________ _______________________________ Date Chair of Examining Committee Dee L. Clayman ________________ _______________________________ Date Executive Officer James Ker Joel Lidov Craig Williams Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii Abstract SENECAN TRAGEDY AND VIRGIL’S AENEID: REPETITION AND REVERSAL by Timothy Hanford Advisor: Professor Ronnie Ancona This dissertation explores the relationship between Senecan tragedy and Virgil’s Aeneid, both on close linguistic as well as larger thematic levels. Senecan tragic characters and choruses often echo the language of Virgil’s epic in provocative ways; these constitute a contrastive reworking of the original Virgilian contents and context, one that has not to date been fully considered by scholars. -
University of Florida Thesis Or Dissertation Formatting
THE ANATOMY OF ROMAN EPIC: A STUDY OF POETIC VIOLENCE By JAMES MOSS LOHMAR A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2013 1 © 2013 James Moss Lohmar 2 Meis parentibus sororibusque bellis 3 ACKNOWLEDGMENTS I must first thank my mother, for forcing me to take Latin, and my father, for always talking shop. My sisters, Sarah and Elizabeth, have supported me throughout my studies, and their enthusiasm for my progress is always welcome. I have profound respect for Dr. Robert Burgess and Professors Mario Erasmo and James Anderson, without whose enthusiasm and instruction my decision to pursue a Ph.D. would have never come about. My gratitude goes to Professor Victoria Pagán and the students of her Lucan seminar during Fall 2009, whence the nascent stages of this project were born. My thanks go to Seth Boutin, Megan Daly and George Hendren, in particular, for their erudition and collegial support in this process. Lindsay Rogers offered me much support in the way of professional and academic advice throughout my graduate studies. I have appreciated the criticisms of Professor Gene Witmer in UF Philosophy, who has offered help in making this project appeal to a non-specialist audience. His suggestions of horror bibliography and modern film comparanda have been indispensible. Professor Kostas Kapparis has been a steady mentor in my teaching and writing since I began Ph.D. work, and his objectivity has kept my argument grounded in the text. -
Curriculum Back Up
Thucydides and Euripides: The Changing Civic and Moral Values during the Peloponnesian War Mary Ann T. Natunewicz INTRODUCTION This unit is part of a two-semester course taken by tenth graders in the second half of the school year. The course is team-taught by an art teacher and by a language teacher, with one nine-week semester devoted to art and the other nine-week semester to Greek literature, mythology and history. The school is on an accelerated block schedule and the class meets every day for 90 minutes. Smaller sections of this unit could be used in the Ancient History part of a World History course or a literature course that included Greek tragedy. The unit described below is in the literature semester of the course. It has been preceded by a three-week unit on Greek mythology. It will be followed by two weeks spent reading other Greek drama. The approximate length of the unit is four weeks. DISCUSSION OF THE UNIT One of the most fascinating periods that can be studied is fifth century B.C. Greece. So much was happening–painting and sculpture were flowering, scientists and philosophers were speculating on the nature of the universe, playwrights vied with one another in the dramatic contests, storytellers and poets were in demand, citizens were actively involved in running many states and historians were grappling with the significance of both ancient and current events. But what happens when a world war envelops this flourishing culture? What changes occur in individuals and in states? The general aim of this curriculum is to examine the view of late fifth century B.C. -
TRAUMA in EURIPIDES' HECUBA by Julia E. Paré
Falling on Deaf Ears: Trauma in Euripides' Hecuba Item Type text; Electronic Thesis Authors Pare, Julia Elizabeth Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 30/09/2021 16:07:09 Link to Item http://hdl.handle.net/10150/641676 FALLING ON DEAF EARS: TRAUMA IN EURIPIDES’ HECUBA by Julia E. Paré ____________________________ Copyright © Julia Paré 2020 A Thesis Submitted to the Faculty of the DEPARTMENT OF RELIGIOUS STUDIES AND CLASSICS In Partial Fulfilment of the Requirements For the Degree of MASTER OF ARTS WITH A MAJOR IN CLASSICS In the Graduate College THE UNIVERSITY OF ARIZONA 2020 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Master’s Committee, we certify that we have read the thesis prepared by Julia E. Paré, titled “Falling on Deaf Ears: Trauma in Euripides’ Hecuba,” and recommend that it be accepted as fulfilling the dissertation requirement for the Master’s Degree. _________________________________________________________________ Date: ____________May 25, 2020 David Christenson _________________________________________________________________ Date: ____________May 25, 2020 Courtney Friesen _________________________________________________________________ Date: ____________May 25, 2020 Arum Park Final approval and acceptance of this thesis is contingent upon the candidate’s submission of the final copies of the thesis to the Graduate College. I hereby certify that I have read this thesis prepared under my direction and recommend that it be accepted as fulfilling the Master’s requirement.